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Biennial report, Public Schools of North Carolina

Biennial report of the Superintendent of Public Instruction of North Carolina to Governor ..., for the scholastic years ...

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THE LIBRARY OF THE
UNIVERSITY OF
NORTH CAROLINA
THE COLLECTION OF
NORTH CAROLINIANA
C379
N87p
19U6A8
UNIVERSITY OF N.C- AT CHAPEL HILL
00016884711
This book may be kept out one month unless a recall
notice is sent to you. It must be brought to the North
Carolina Collection (in Wilson Library) for renewal.
MAY 1 2000
Form No. A-369
PlBLK'ATION No. 272
BIENNIAL REPORT
of the
SUPERINTENDENT OF PUBLIC
INSTRUCTION
of
NORTH CAROLINA
^or the Scholastic ^ears 1946-1947 and 1947-1948
PART I
SUMMARY AND RECOMMENDATIONS
Issued liy the
State Superintendent op Public Instruction
Raleigh, North Carolina
SUMMARY OF RFXOMMENDATIONS
(See page 78 for full recommendations)
1. Teacher Welfare. There are fewer teachers with college train-ing
now than six years ago. There is also a shortage of men teachers.
Teacher output for the elementary schools is less than in 19 40-41.
There is also a need for teachers for new teaching positions in order
to decrease the teaching load. Sick leave with pay should be provided.
Teachers should be paid on a ten months basis. Salaries should be
raised. Housing facilities should be provided, and finally a program
of selection and recruitment should be inaugurated.
2. Supervision. "Supervisory instructural leadership should ])e
provided on a State-wide basis."
3. Attendance. "Attendance workers are needed for (a) taking
and keeping up-to-date a continuous school census, (b) seeing that
the school attendance law is enforced, (c) reporting to other school
units when children move, and (d) working with teachers, pupils,
and parents to supervise the enrollment, attendance, holding power,
and pupil progress in the local school units."
4. Child Health. Recent surveys show the need for a health pro-gram
for school age children. The State Board has requested an
annual appropriation of $.550,000 for a Child Health Program, which
I hope will be granted.
5. Special Education. The General Assembly of 19 47 provided for
a Division of Special Education in the Department of Public Instruc-tion.
To implement this program there is need for an authorization
for the expenditure of State funds on the local level.
6. Buildinj;s. One of the greatest needs is more adequate provision
for comfortal)le and well-equipped school buildings. The State Board
has requested that 150,000,000 be appropriated to aid the counties
in providing such facilities. I strongly urge the General Assembly
of 19 49 to grant this request.
7. Junior Colleges. "I believe the time has come when we should
give consideration to the establishment of several State-supported
institutions on the junior college level. ... I recommend, therefore,
that a committee be provided to study this whole field.
tS. Hegional Education. I support the purposes of the Regional
Compact entered into by the Governors of certain southern states
for developing and maintaining regional services and schools in the
professional, technological, scientific, literary and other fields. I urge
the 19 49 Legislature to give its approval to this compact.
9. Federal Aid. The question of Federal aid to the states for pub-lic
education has been studied for many years. There is now strong
support for legislation that will provide such aid. I believe it would
help if the 19 49 General Assembly would pass a resolution favoring
proposed legislation on this subject.
10. Staff. There is a definite need for additions to the staff in
order that services now provided may be more adequately adminis-tered
and that new much needed services be added. I hope, therefore,
that additional funds will be authorized for the employment of ad-ditional
personnel.
LETTER OF TRANSMITTAL
State Board of Education
Superintendent of Public Instruction
Ealeigh, N. C.
JSTovember 1, 1948.
To His Excellency, W. Kerr Scott, Governor
and Members of the General Assembly of 1949
Sirs :
In accordance with the provisions of law, I have the honor to submit
the Biennial Report of the Superintendent of Public Instruction for the
biennium ending June 30, 1948 showing the activities of the public
schools. This Report also includes my recommendations for improving
the public schools during the ensuing biennium.
Respectfully submitted,
State Superintendent of Puhlic Instruction.
CONTENTS
Page
I. OEGANIZATION AND ADMINISTRATION
State Organization .. 5
Local Organization 9
Buildings and Schools 13
Length of Term 16
Teachers and Principals 16
Enrollment and x\ttendance 20
Transportation 22
Textbooks 23
Expenditures 24
II. THE INSTEUCTIONAL PROGRAM
Elementary Schools 30
High Schools 3 3
Agricultural Education 38
Veterans Farmer Training Program 44
Homemaking Education 47
School Lunch Program 51
Trade and Industrial Education 56
Distributive Education 57
Occupational Information and Guidance 61
School Libraries 65
Resource-Use Education Program 69
Vocational Rehabilitation 73
TIL RECOMMENDATIONS
Teacher Welfare 79
Supervision of Instruction 81
Attendance Workers 82
Child Health Program 83
Special Education 83
Buildings 84
Junior Colleges 85
Region al Education 8o
Federal Aid ^^
Staff Additions
^'^
I
ORGANIZATION AND ADMINISTRATION
STATE O RG A N IZ AT I O N 1
The State Board of Education
The Constitution of North Carolina, as amended in 1945, pro-vides
for a State Board of Education- composed of a membership
of 13 persons, as follows: (a) three ex-officio members including'
the Lieutenant Governor, elected as chairman by the board, the
State Treasurer, and the Superintendent of Public Instruction as
ex-officio secretary ; and (b) ten members appointed by the Gov-ernor
and confirmed by the General Assembly in joint session,
with two appointed from the State at large and one appointed
from each of eight educational districts as determined by the
General Assembly. Appointments, subsequent to the first one,
are made every two years for overlapping terms of eight years,
in a 3-2-3-2 order. "The per diem and expenses of the appointive
members shall be provided by the General Assembly."
Powers and Duties. The Constitution specifies that the State
Board shall have the following powders and duties : It shall "suc-ceed
to all powers and trusts of the President and Directors of
the Literary Fund and the State Board of Education as hereto-fore
constituted." Also it shall have the power to "divide the
State into a convenient number of school districts," . . . "regulate
the grade, salary and qualifications of teachers," . . . "provide for
the selection and adoption of the textbooks to be used in the
pubhc schools," . . . "generally to supervise and administer the
free public school system of the State and make all needful rules
and regulations in relation thereto."
More specifically, the State Board is empowered to (a) adminis-ter
the State appropriations for instructional services; instruc-tional
materials such as textbooks and libraries, plant operation,
vocational education, transportation, and other operational costs
;
(b) make rules and regulations for teachers certification; (c)
make rules and regulations on census and attendance ; (d) devise
financial records and reports; (e) approve powers for local ad-ministrative
units' actions; (f) manage the State's permanent
lExcerpts form Educalioii in Xordi Caroliuii, Today and Tomorrow. A Report of the
State Education Commission, 1948.
-The Constiution of Xortli Carolina, Article IX, Sections Eiglit and Nine, 1945.
6 Biennial Keport of State Superintendent
school fund ; (g) determine the school centers and attendance
areas; and (h) administer federal funds for vocational education.
The Board is clothed with authority to make all rules and
regulations necessary to carry out the purpose and intent of the
law. The Board elects its chairman and vice-chairman.
In accordance with the law, regular Board meetings are held
each month. Special meetings may be called by the secretary
with the approval of the chairman. A majority of the Board con-stitutes
a quorum for the transaction of business.
State Superintendent of Public Instruction
The Constitution also provides for a State Superintendent of
Public Instruction who "shall be the administrative head of the
public school system and shall be secretary of the Board." ^ He
is elected by popular vote for a term of four years. He serves as
a member of the Council of State, as an ex-officio member of the
State Board of Education, as ex-officio chairman of the Board of
Trustees of East Carolina Teachers College, and as an ex-officio
member of the Board of Trustees of the Greater University of
North Carolina.
Powers and Duties.^ As an elected State official, the law sets
forth a number of general duties of which three are "to look after
the school interests of the State and to report biennially to the
Governor at least five days previous to each regular session of
the General Assembly; to direct the operations of the public
schools and enforce the laws and regulations thereto ; to acquaint
himself with the peculiar educational wants of the several sections
of the State and to take all proper means to supply such wants
by council with local school authorities, by lectures before teachers'
institutes, and by addresses before public assembly relating to
public school and public school work,"
The State Superintendent is authorized, in addition to the afore-mentioned
general duties, to perform such specific duties as ap-proving
a program of studies for standard high schools, preparing
a course of study for the elementary schools, approving plans for
school buildings, and serving as executive officer of the State
Board with regard to vocational education.
''The Constitution of North Carolina, Article IX, Sections Eight and Nine, 1945.
^Public School Laws, 1943, Paragraph 115-128.
North Carolina Public Schools 7
Relationships at the State Level
In implementing Sections 8 and 9 of Article IX of the Con-stitution
relating to State educational organization, the General
Assembly stated that one purpose of its Act'' of 1945 was "to de-fine
and clarify the duties and responsibilities of the State Board
of Education and the State Superintendent of Public Instruction
in connection with the handling of fiscal aflfairs of the Board and
such other duties and responsibilities as are set forth in this Act."
Division of Functions of State Board. The act emphasizes that
the State Board of Education is to be the central educational au-thority
and, as such, is responsible for the planning and promoting
of the educational system. At the same time, Section 5 of this act
states that the duties of the Board are to be divided into two
separate functions as follows: (a) "Those relating to the super-vision
and administration of the public school system, of which
the Superintendent shall be the administrative head, except as
they relate to the supervision and management of the fiscal affairs
of the Board;" and (b) "Those relating to the supervision and
administration of the fiscal affairs of the public school fund com-mitted
to the administration of the State Board of Education, of
which the Controller shall have f upervision and management."
Secretary of Board. Section 8 of this act prescribes the duties
of the State Superintendent as secretary of the Board. Four of the
ten enumerated duties are
:
"1. To organize and administer a Department of Public In-struction
for the execution of instructional policies established
by the Board.
"2. To keep the Board informed regarding development in
the field of public education.
"3. To make recommendations to the Board with regard to
the problems and needs of education in North Carolina.
"4. To make available to the public schools a continuous pro-gram
of comprehensive supervisory service."
Controller. Section 4 of this act provides for the appointment
of the Controller by the Board, subject to the approval of the
Governor. Section 9 states that "the Controller is constituted the
executive administrator of the Board in the supervision and man-agement
of the fiscal affairs of the Board." This section then de-
=PnbIic Laws, 1945, Chapter 530.
8 Biennial Report of State Siperintendent
fines the fiscal affairs of the Board, thereby pointing out definitely
the scope of responsibility for which the Board expects to look to
the Controller for professional advice. Section 10 of the act sets
forth in considerable detail the duties of the Controller and the
procedures to be followed as he discharges his responsibilities.
Staff and Services
In North Carolina the educational leadership and service pro-vided
by professional personnel at the State level is under the
direction of the State Superintendent of Public Instruction and
the Controller. This professional staff is organized by divisions,
each of which is responsible, under the direction of the Superin-tendent,
the Controller, or both for rendering certain designated
services. The names of these divisions with brief statements of
their respective areas of responsibilities follows
:
Division of Instructional Service. This division provides services as
follows: inspection and accreditation of schools; general supervisory
assistance in the improvement of instruction ; preparation of curriculum
bulletins and other publications for the use of teachers and other school
personnel; and assistance in special areas, for example, resource-use
education, visual aids, surveys, library, and adult and special education.
Division of Negro Education. This division, provided for by law (G.S.
115-30) renders special assistance to Negro schools, including inspection
and rating of schools, supervisory activities, the improvement of training
of teachers in co-operation with institutions of higher learning for the
Negro race, and in race relations.
Division of Professional Service. This division, provided for by law
(G.S. 115-29), has charge of the administration of the rules and regula-tions
of the State Board of Education with regard to the certification of
teachers; issues aU teachers' certificates; rates teachers employed each
year as to certificate held and teaching experience; and co-ordinates the
work of the department with that of the various institutions of higher
learning in the field of teacher education.
Division of Fuhlications. This division, also provided for by law (G.S.
115-31), has charge of the editing, compiling and preparation of ma-terial
to be printed, and of the distribution of bulletins, forms, etc. to
the local units and individuals; serves as the purchasing agency for all
other divisions except plant operation, teacher allotment and general
control, transportation and a part of audits and accounting; and services
all divisions in the matter of mail, distribution of supplies, and so on.
Division of Schoolhouse Planning. This division is concerned with
plans for new buildings and their location and erection. Surveys are
also a part of the work of this division.
NoKTir Carolina ruBLic Schools 9
School-Health Co-ordinating Service. This division is jointly ad-ministered
by the State Department of Public Instruction and the State
Board of Health. It is interested in health service and health education
in the public schools.
Division of Textbooks. This division has charge of purchasing and
distributing free basal textbooks and administering the rental system for
high school books and supplementary reading in the elementary grades.
Division of Teacher Allotment and General Control. This division is
responsible for applying the rules of the State Board governing the
applications of the local units for teacher allotments, and allots funds
to be expended for the object of general control in the local budgets.
Division of Auditing and Accounting. This division is concerned with
a continuous auditing, month by month, of expenditures by the local
units from the State Nine Months' School Fund, and is charged with the
accounting of all funds. State and Federal, under the control of the State
Board of Education, including the appropriation for the State Depart-ment
of Public Instruction (administration and supervision), Vocational
Education, State Textbook Fund, Veterans Training Program, State
Literary Fund, and any other funds expended for public school purposes.
Its M^ork includes all budget making, bookkeeping, writing vouchers,
making reports, application of salary scales to local school personnel, and
so on.
Division of Plant Operation. This divison has charge of plant opera-tion
as set forth in the Nine Month's School Fund budget.
Division of Transportation. This division administers the school bus
transportation system of the State—purchasing new buses, mapping bus
routes and administering the rules of the State Board governing trans-portation.
Division of Vocational Education-. This division administers the pro-gram
of vocational education, which includes vocational agriculture,
home economics, trades and industries, distributive occupations, guidance,
vocational rehabilitation, veterans related training, school lunch pro-gram,
veterans farmer training (under the G. I. Bill), and the pi'ogram
of requiring the inspection, approv?^ and supervision of those institu-tions
and establishments offering on-the-job-training to veterans under
the G. I. Bill.
LOCAL ORGANIZATION
Number and Size of Local Administrative Units
The public schools of North Carolina are administered through
100 county administrative units and 72 city administrative units
(71 in 1946-47). Except in those counties in which the 72 city
units have been established, the county unit corresponds to the
political government unit.
10 Biennial Report of State Superintendent
Each of the 100 county and 71 city administrative units exist-ing
in 1946-47 reported its school population, ages 6 to 20, in-clusive,
for that year. The distribution of these units by desig-nated
intervals of school population is shown in the following
table
:
DISTRIBUTION OF ADMINISTRATIVE UNITS
BY SCHOOL POPULATION
School Population No. of Administrative Units
County City
1.500 or less 3 9
1.501 to 3,000 11 26
3,001 to 6,000 _._ 29 22
6,001 to 10,000 _. - 31 8
10,001 to 15,000. - 17 3
15,001 to 20,000 5 2
20,001 to 25,000 4 1
Total 100 71
For 1946-47 the county administrative units report a total of
776 school districts for whites and 547 districts for Negroes. The
number of school districts per county ranges from 1 to 21 for
whites and from 1 to 14 for Negroes for the 97 counties having
such districts.
County Board of Education
The county boards of education, the governing authorities for
the county units, consists of from 3 to 7 members. Of the 100
county boards, 39 each report 3 members ; 51 each, 4 members ; 6
each, 6 members ; and I reports 7 members.
Members of county boards are nominated biennially in the party
primaries and are appointed by the General Assembly for terms
of 2, 4, or 6 years. When the names of the persons so nominated
have been duly certified by the chairman of the county board
of elections to the State Superintendent, he transmits the names
of the nominees by political party to the committees on education
of the General Assembly, which selects and appoints one or more
from these candidates as members of the board of education of
the county involved. Should the General Assembly fail so to elect
or appoint one or more of these candidates as board members, the
State Board of Education, by law, fills the vacancy or vacancies
so created. The term of office of each member begins on the first
North Carolina Public Schools 11
Monday of April of the year in which he is elected and continues
until his successor is elected and qualified.
The law prescribes four meetings each year and states that the
board may elect to hold regular monthly meetings and such special
meetings as the school business of the county may require.
Board of Trustees
In the city administrative unit the governing authority is the
board of trustees. The number of members making up these
boards ranges from three to twelve. The median number of mem-bers
is six. Only one of the 71 boards has three members ; 54 have
either five, six, or seven members ; 16 have more than seven mem-bers
; and 10 have nine members.
Board members are elected either by election by popular vote,
by appointment, or by a combination of these two, except for 4
boards reported as being self-perpetuating.
Powers and Duties of County and City Boards
The law'"' states that "it is the duty of the county board of edu-cation
to provide an adequate school system for the benefit of all
of the children of the county as directed by law." "The county
board of education, subject to any paramount powers vested by
law in the State Board of Education or any other authorized
agency shall have general control and supervision of all matters
pertaining to the public schools in their respective counties and
they shall execute the school law in their respective counties."
The law further states that city administrative units are to "be
dealt with by the State school authorities in all matters of school
administration in the same way and manner as are county ad-ministrative
units."
Although the law sets forth specific duties in considerable de-tail,
the general scope of the powers and duties of county and city
boards are: (a) appointment of the superintendent; (b) budget
administration and money management, including preparation of
budget, financial accounting, financial report to the State Board of
Education, presentation and support of budget requests to the
board of county commissioners, administration of bond elections
and bond issues, debt service accounting, and other fiscal manage-
"Puhlic Laws, 1943, Chapter 115.
12 Biennial Report of State Superintenbent
ment responsibilities ; (c) school plant planning, maintenance, and
operation ; (d) administration of transportation ; (e) planning and
effectuating the educational program ; (f ) setting the school
calendar ; (g) appointment of district committeemen ; (h) appoint-ment
of members of the superintendent's staff; (i) final approval
of all employees' contracts; (j) acting as agent for the State
Board of Education; and (k) other powers and duties.
Fiscal Dependence
County boards depend upon county commissioners for approval
of their respective school budgets and for the levying and collect-ing
of such local taxes for school purposes as may be necessary
to provide required local funds called for in their several budget
estimates. Similarly city boards depend upon city commissioners
and/or upon county commissioners for approval of their budgets
and for the levying and collecting of local taxes for school pur-poses
to provide necessary local funds required in accordance with
approved budget estimates. Both depend upon the State Board of
Education for approval of their budget estimates.
County Superintendent of Schools
The superintendent of schools of a county unit is appointed for
a two-year term by the county board of education, subject to the
approval of the State Board and the State Superintendent. He
must be a resident of the county of which he is superintendent
and cannot legally be regularly employed in any other capacity
that may limit or interfere with his duties as superintendent. He
serves as the administrative officer of the county board.
He must be a graduate of a four-year standard college, hold a
superintendent's certificate, have had three years of experience
in school work in the past ten years, and present a doctor's certi-ficate
showing that he is free from any contagious disease. With
the approval of the State Superintendent, a county superintendent
may serve as principal of a high school in his county or as a
superintendent of a city unit in his county. The county superin-tendent
may also serve as welfare officer.
The county superintendent's salary is determined in accordance
with a State standard salary schedule fixed and determined by
the State Board. In practice, however, his salary may be supple-mented
from local funds by authority of the county board. His
JSToRTH Carolina Public Schools 13
salary may also be supplemented when he serves as a high school
principal, as superintendent of a city unit in his county, or as
county welfare officer.
City Superintendent of Schools
The superintendent of a city unit is appointed for a two-year
term by its board of trustees subject to the approval of the State
Board and the State Superintendent. He serves as the admini-strative
officer and ex-officio secretary of the board of trustees.
Superintendents of city units must meet the same qualifications
as county superintendents.
Powers and Duties of Superintendents
The general powers and duties of county and city superin-tendents
may be summarized as follows: (a) financial accounting
(records and reports) ; (b) public accounting (records and re-ports)
; (c) census taking and attendance service; (d) prepara-tion
of budget estimates ; (e) storage, repair, and distribution of
textbooks; (f) storage and distribution of supplies, fuel, and so
on; (g) supervision of transportation; (h) maintenance and op-eration
of the plant; (i) directing hbrary service; (j) manage-ment
of the school lunch room program; (k) direction of health
services; (1) securing and assigning the instructional personnel;
(m) evaluating educational services involving testing, promotion,
and efficiency of instruction; (n) allocating responsibility; (o)
planning and implementing the educational program including re-organization,
expansion, and facihties; (p) planning and ad-ministering
the extra-curricular program, (q) planning and ad-ministering
the community program.
BUILDING AND SCHOOLS
The responsibilities for the erection of school buildings and the
care of school property is with county boards of education in
county units and city boards of trustees in city units. Construc-tion
is financed from funds raised by bond issues, borrowed money,
tax levies, gifts, etc.
As the following figures show there is a downward trend in
the number of schoolhouses. This is due to the fact that when
new buildings are erected, they often replace several small wooden
14 Biennial Report of State Superintendent
structures. The value of school property tends to increase, both in
total and in value per pupil enrolled.
NUMBER OF SCHOOLHOUSES
Y
North Carolina Public Schools 15
16 Biennial Keport of State Superintendent
LENGTH OF TERM
By an admendment to the Constitution in 1917 the minimum
school term was set at six months (120 days) effective for the
first time in 1919-20. Districts or county and city units could by
a vote of the people extend the term beyond this minimum. The
General Assembly of 1931 assumed support of a six months term
out of State funds on certain State standards of cost. Likewise,
this General Assembly continued an appropriation for a longer
term up to eight months in special high school districts. In 1933
an eight months State-supported school term was set up by legi-slative
act. Ten years later the General Assembly increased the
school term to nine months.
The following table shows the average terms for recent years
:
AVTERAGE TERM IN DAYS
Year White Negro Total
1919-20 135.9 127.4 134.0
1924-25 148.0 136.3 145.2
1929-30 159.6 141.0 154.0
1934-35 160.3 159.0 159.9
1939-40 164.4 164.2 164.3
1944-45 178.4 178.5 178.4
1945-46 179.9 179.9 179.9
1946-47 179.9 179.9 179.9
1947-48 179.9 179.9 179.9
TEACHERS AND PRINCIPALS
Number
Due to the change-over from a 7-4 plan of organization to an
8-4 plan in 1942-43, there has been an increase in the number of
elementary schools and a compensatory decrease in the number
of high school teachers during the period covered by the figures
presented in the following table. The number of principals has
increased, but during recent years the number has varied only
slightly.
XdKTii Carolina Public Schools 17
18 BiEiVNiAL Report of State Superintendent
In the following table are presented the number of teachers and
principals at each training level and the average index for certain
years
:
S( HOLAKSHl AM) I.NKKX OK AI.L TKACHEKS AM) PKI>CIPA1>S
WHITE
High School College
I I I I I
I
I II I Year | 2yrs. ] 3yrs. I 4yrs. | lyr. | 2yrs. | 3yrs. | 4yrs. | 5yrs. | Total | Index
I I I I I I I II I
1921-22
1924-25
1929-30
1934-35
1939-40
1944-45
1945-46
1946-47
1947-48
1,504
487
43
1,383|
1,233|
42|
14i
27|
379|
438|
25j
201
5,523
I
4,952
I
1,236|
74|
20|
158|
224|
424|
3851
887|
,731|
,571
681|
741
24lj
323|
746|
6481
I
,659
I
,843|
,540|
,666|
261|
524|
584J
674|
657
t
2,19
3,71
4,21
1,69
1,29
1,24
1,43
1,44
410j
512[
455]
364|
460|
202[
021|
863]
071
634]
524|
741]
8211
15,254]
16,948]
17,599]
17,017]
18,538]
18,432]
1S,359|
18,912]
19,047
492.6
552.4
676.1
741.5
785.7
773.1
767.6
767.7
771.0
NEGRO
1921-22
1924-25
1929-30
1934-35
1939-40
1944-45
1945-46
1946-47
1947-48
1,567
1,002
431 o8V
479
159
66
61
2
1
1,510
North Carolina Public Schools 19
AVERAGE AXM.VL SALAKIKS
A. Teachers (Excluding A'ocationaU
Year
1919-20
20 Biennial Report of State Superintendent
ENROLLMENT AND ATTENDANCE
During- the war years, from 1939-40 to 1944-45, there was a
decrease in enrollment in the public schools. Since 1944-45, how-ever,
there has been a tendency for these figures to increase, as
the following table shows
:
^ORTH Carolina Public Schools 21
««%«?9f ^Hfc
•Ittl
! ^**3
ISToRTH Carolina Public Schools
TEXTBOOKS
23
State purchase and distribution of textbooks began in 1935-36.
Basal books for use in grades 1-7 were made free to pupils in
1937-38. Following the extension of the elementary school to em-brace
the eighth grade in 1945-46, the provisions of the law pro-viding
free basal books were made applicable to the eighth grade
also. Books used in the high school, grades 9-12, are furnished
to the schools under a rental plan. Rental fees are also charged
for supplementary readers used in the elementary grades.
The following tables show the various aspects of the State's
textbook program
:
1935-36
1939-40
1944-45
1945-46
1946-47
1947-48
TEXTBOOK SALES AND RENTALS
Value of Books
The art liour luovidfs (ipiMirliiiMt) iiir individuiil e\|(i'ession
EXPENDITURES
The public schools of North Carolina are supported by State,
county, local and private funds.
The General Assembly, which meets biennially in January of
odd years, makes annual appropriations for support of the twelve
year program for a nine months term on State standards of cost.
These standards include such items as salary schedules for all
school employees, the number of pupils in average daily attend-ance
for the allotment of teachers, the size of the school, and
other budgetary information necessary for the current operation
of the schools.
jNToRTir rARoi>TNA I'tblic Schools 25
state Funds
The following table shows the appropriation expenditures from
the General Fund for various school purposes from 1933-34 to
1947-48:
Fiscal
Year
1933-34
1934-35
1935-36
1936-37
1937-38
1938-39
1939-40
1940-41
1941-42
1942-43
1943-44
1944-45
1945-46
1946-47
1947-48
Fiscal
Year
1933-34
1934-35
1935-36
1936-37
1937-38
1938-39
1939-40
1940-41
1941-42
1942-43
1943-44
1944-45
1945-46
1946-47
1947-48
* Adult
*.
I'a'^lf. napcr and sand arf ndiizfd in a learning; situation
Local Funds
The table below shows expenditures from local county, city and
district sources for recent years. These figures include any
Federal, philanthropic or private funds made available for school
purposes.
ISToKTii Carolina Public Schools 27
n ItHKXT KXI'EXSE PER l»l I'lL
Total and per pupil expense for current operation of the public
schools are shown below:
* Tot(I I
Year Ciirmit Expense
1933-34 $18,296,363.78
1934-35 19,254,098.07
1935-36 23,623,040.79
1936-37 25,550,073.36
1937-38 30,298,465.21
1938-39 30,811,279.03
1939-40 32,044,363.56
1940-41 34,195,797.55
1941-42 a6,684,669.81
1942-43 37,703,709.31
1943-44 46,649,614.69
1944-45 50,088,131.06
1945-46 56,970,455.22
1946-47 70,175,117,83
1947-48 **72,655,102.00
*This total is not exactly same as total State and local funds in tables above since
State funds above include State administrative costs and are taken from another source.
**Estimated.
A.D. A.
2S Biennial Rki'okt of State Sipekintendent
SUMMARY OF EXPENDITURES STATE NINE MONTHS SCHOOL FUND, 1946-47
Classification by Objects and Items White Negro Total
A. State Aid Paid Out Bj Units:
61. (lifneral Control:
611. Salary: Superintendents $ 737,500.32 .$ _. $ 737, 500. 3?
612. Travel: Superintendents 49,962.96 ._ __.. 49,962.96
613. Salary: Clerical Assistants 398,435.13 398,435.13
614. Office Expense—, 59,168.96 59,168.96
615. County Boards of Education 9,932.05 9,932.05
Total General Control $ 1,254,999.42 $ $ 1,254,999.42
62. Instructional Service:
621. Salaries: Elementary Teachers .....$20,947,041.78 $ 9,973,841.88 .$30,920,883.66
622. SalaFies: High School Teachers .... 5,790,933.08 1,531,036.01 7,321,969.09-
623. Salaries :
1. Elementary Principals 914,859.23 258,187.58 1,173,046.81
2. High School Principals 2,083,686.53 572,342.03 2,656,028.56
Sub-Total Salaries $29,736,520.62 $12,335,407.50 $42,071,928.12
624. Instructional Supplies 216,218.31 65,470.38 281,688.69-
Total Instructional Service $29,952,738.93 $12,400,877.88 $42,353,616.81
63, Operation of Plant:
631. Wages: Janitors $ 1,358,153.99 $ 220,608.90 $ 1,578,762.89
632. Fuel 932,017.61 222,572.41 1,154,590.02
633. Water, Light, Power 200,418.19 39,239.99 239,658.18
634. Janitors' Supplies 100,765.14 30,268.56 131,033.70-
635. Telephone 16,163.44 2,067.70 18,231.14
Total Operation of Plant $2,607,518.37 $ 514,757.56 .$3,122,275.93
). Fixed Charges:
653. Compensation: School Employees . $ 9.851.87 $ 2,722.61 .$ 12,574.48
654. Reimbursement: Injured Pupils 6.156.03 1,440.57 7,596.60-
Total Fixed Charges .$ 16,007.90 $ 4,163.18 $ 20,171.08
66. -Vuxiliary Aficncies:
66] . Transportation
1. Wages of Drivers $ 610,686.90 $ 111,851.93 $ 722,538.83
2. Gas, Oil, Grease 418,274.42 81,595.40 499,869.82
3. Salary: Mechanics 663,000.41 75,498.39 738,498.80-
4a. Repair Parts, Batteries 957,806.90 165,392.79 1,123,199.69
4b. Tires and Tubes 399,309.88 64,553.32 463,863.20
4c. Insurance and License 11,719.57 1,763.51 13,483.08
5. Contract 41,689.75 17,659.10 59,348.85-
Sub-Total (1-5) $ 3,102,487.83 $ 518,314.44 $ 3,620,802.27
6. Major Replacement 1.224,225.07 137,813.96 1,362,039.03
Sub-Total (1-G) $ 4,326,712.90 $ 656,128.40 $ 4,982,841.3a
7. Principal's Bus Travel 20,467.35 3,490.33 23,957.68
Total-Transportation $4,347,180.25 $ 659,618.73 $5,006,798.98-
662. School Libraries 136,281.60 27,632.33 163,913.93
Total-Auxiliary Agencies $ 4,483,461.85 $ 687,251.06 $ 5,170,712.91
Total Paid Out by
Administrative Units $38,314,726.47 $13,607,049.68 $51,921,776.15-
B. State Aid Paitl Direct:
Surety Bond Premium 3,587.70'
Total Support of Public Schools $51, 925, 363. 8&
North Carolina Public Schools 29
SUMMARY OF EXPENDITURES STATE MNE MONTHS SCHOOL FUND, 1947-48
Classification by Objects and Items White Negro Total
A. State Aid Paid Out Bj Units:
61. General Control:
611. Salary: Superintendents-- - -$ 835,610.02 ? -- $ 835,610.02
612. Travel: Superintendents 54,887.52 54,887.5^
613. Salary: Clerical Assistants *28,770.72 ^NkoI^
614. Office Expense ^^'?,^^Hl 00^77^
615. County Boards of Education 9,957.73 ^^^^^^-^---- y,yai.<6
Total General Control -$ 1,405,278.30 $ $ 1,405,278.30
*2. Instructional Service:
621 Salaries- Elementary Teachers..-.-$24,792, 387. 38 .$11,693,518.99 $36,485,906.37
622. Salaries: High School Teachers.-. 6,861,461.02 1,845,585.95 8,707,046.97
623.
^'^^Ij'j^^^gj^t^ pj.i„cij^,g 1,060,028.10 289,806.10 1,349,834.20
2 High School Princials „ 2,316,721.18 654,780.8 2,971,501.98
Sub-Total Salaries .- $35,030,597.68 $14,483,691.84 $49,514,289.52
624. Instructional Supplies 219,360.43 73,762.71 293,123.14
Total Instructional Service $35,249,958.11 $14,557,454.55 $49,807,412.66
•63. Operation o( Plant:
631 Wages- Janitors $ 1,377,714.65 $ 252,891.20 $ 1,630,605.85
632 Fulf
•'aniiois.--
'672,244.95 199,046.80 871,291.75
633'. WaterrLight, Power 218,598.62 45,961.87 264,560.49
634. Janitors' Supplies 107,042.41 35,201.54 1^2-243.95
635. Telephone- 18,481.54 2,55o.31 21,036.85
Total Operation of Plant $ 2,394,082.17 $ 535,656.72 $ 2,929,738.89
J* K T*^i\p(i Oh&rffcs*
653.' Compensation: School Employees .-$ 9,318.08 $ 2,160.09 $ 11-478.17
654. Reimbursement: Injured Pupils— 9,556.99 589.00 10,145.99
Total Fixed Charges $ 18,875.07 $ 2,749.09 $ 21,624.16
*e. Auxiliary Agencies:
^^\'^Wages°of Drivers $ 756,519.21 $ 152,358.51 $ 908,877.72
2 Gal on Grease^ 537 302.13 127,503.65 664,805.78
3 Salal-y • 'Mechanics
""".":- 641,465.84 133,403.23 774,869.07
4a Repafr Parts Batteries 624,919.94 148,001.05 772,920.99
4b Tfres and Tubes 189,500.38 37,768.90 227,269.28
4c. In.surance and License 12,338.03 2,170.15 14,508.18
5. Contract 35,676.47 21,786.50 57,462.97
Sub-Total (1-5) $ 2,797,722.00 $ 622,991.99 $ 3,420,713.99
6. Major Replacement"::::::::: 1,224,225.07 137,813.96 1.362,039.03
Sub-Total a-6) —
$
5,207,698.27 $ 1,020,514.91 $ 6,228,213.18
7. Sclpal's Bus TraveYZ:;-- -, 31,066.84 6,045.99 37,112.83
Total Transportation $ 5,238,765.11 $ 1.026,560.90 $ 6,265,326.01
662. School Libraries 133,986.84 34,742.06 168,728.90
Total Auxiliary Agencies $ 5,372,751.95 $ 1,061,302.96 $ 6,434,054.91
Tntal l~*fiifl Out \)V
Administrative Units -$44,440,945.60 $16,157,163.32 $60,598,108.92
B. Stale Aid Paid Direct:
Surety Bond Premium —
Total Support of Public Schools $60,598,1(
II
THE INSTRUCTIONAL PROGRAM
ELEMENTARY SCHOOLS
For purposes of organization the first eight years of the North
CaroHna twelve-year program constitute the elementary school.
Approxiniately 81 per cent of the total enrollment in the pubhc
schools is in these elementary grades, 691,420 in 1917-48. The
number of State-allotted teachers and principals assigned to the
elementary schools in 1947-48 was 19,214 out of a total personnel
allotment for all pubhc school purposes of 24,593. Although the
enrollment and teacher assignments in the elementary school are
far greater than in the high school, there were only 444 classified
elementary principals against 894 classified high school principals.
This difference gives an indication of the number of union schools
in the State with a total twelve-year program, and also indicates
the existence within the State of several very small elementary
schools.
The art «'xliil»it iiresents an opportunity for admiration and appreciation
.'^Vll
'\^
North Carolina PrBLic Schools 31
The curriculum in North Carolina is designed to provide for
individual children, according to their needs and abilities, a bal-anced
experience in reading, language, spelling, writing, arith-metic,
social studies, health, physical education, art, music, and
science. Through these subject areas children are given oppor-tunities
to gain competence in the basic skills and to develop
properly in the important areas of physical and emotional ma-turity
and good citizenship. In adapting and modifying the cur-riculum
to varying community needs, emphasis is directed to the
necessity of planning a total program which promotes maximum
child growth and development.
The North Carolina curriculum is implemented by use of free
textbooks. Library books, supplementary readers, maps and
Globe, (lietioiiary and eiieyclopedia are essential materials of the school
32 Biennial Keport of State Superintendent
globes, art and construction supplies, music appreciation ma-terials,
and other instructional aids are also used in enriching the
curriculum.
Although remarkable progress is evident, there are deficiencies
which persistently challenge the elementary schools:
1. In the curriculum more emphasis is needed on "the problem
approach" in teaching. Children need opportunities to learn and
practice skills in their selection and solution of meaningful acti-vities.
2. Particularly in union schools, principals need more training
and experience in organizing and supervising the program of ele-m.
entary education.
3. Supervision is urgently needed as a means of assisting
teachers with instructional techniques. Only 24 of the 172 admini-strative
units had the services of a supervisor.
4. As soon as possible, the State needs to move into a program
of kindergarten education. Permissive legislation already exists.
5. Library facilities and services need to be expanded.
6. Through a program of special education, greater concern
should be extended to those children who deviate from the normal
average, either mentally, physically, or emotionally.
Maii.v s('li(>t>ls (li the State provide exiierieiioes in iiKitioii iiictiire operation
T"™WlM8f .
^*w!?*^
ryf''
North Carolina Public Schools 33
HIGH SCHOOLS
A study of the North CaroHna schools has revealed that the
central problem in improving the educational opportunities for
North Carolina youth is the small size of most of the high schools.
The curriculum offerings for a large part of the high schools are
limited to the five academic fields: Enghsh, mathematics, social
studies, science and foreign languages. Three-teacher high schools
attempt to offer four units in each of these subject fields, except
for foreign languages in which only two units are offered. Such
a program has been designed primarily for the small group which
will go to college and probably accounts for the tremendous with-drawal
of pupils for whom opportunities are inappropriate.
By careful planning, hmited orpportunities in home economics
and agriculture or industrial arts are possible in four and five
teacher high schools.
In high schools with six or more teachers, it becomes possible
to vary the opportunities to suit the needs and abilities of a
variety of students. The number of high schools with six or more
teachers is increasing from year to year. In 1944-45 43 per cent
of the schools had six or more teachers, whereas for the session
1947-48 there w'ere 514 schools or 53 per cent with six or more
teachers. However, the number of small high schools is still one
of the greatest handicaps to the development of a satisfactory
curriculum. As is shown in the accompanying table the per-centage
of schools offering other than the five subjects mentioned
Sound efinipTiient lias many uses in the learning process
34 Biennial Kkpoht of State Siperintendent
above are as follows : Agriculture, 50 ; typewriting, 50 ; shorthand,
27; music, 15; industrial arts and mechanical drawing, 15; voca-tional
shop and trades, 9 ; art, 5 ; diversified occupations, 3.5 ; and
distributive education, 2.
Only about half of the persons who enter high school graduate
four years later. It has been found that the holding power of the
larger high schools is greater than that of the smaller schools.
In consideration of the limitations of the small high school the
solution to the problem rests in a re-organization of school dist-ricts
so as to make possible larger high school enrollments and
an enrichment in both the common learning and elective programs.
For some years an attempt has been made to emphasize the
courses in agriculture and homemaking, particularly in the rural
schools. In recent years there has been considerable growth in
the number of courses offered in trade and industrial education
and distributive education. Growth in industrial arts has not been
rapid because of the shortage in North Carolina of trained
teachers. There is prospect that more teachers will be trained in
this field and that the State may look forward to expansion in
industrial arts.
Because of the emphasis given to vocational courses special re-ports
are added on these subjects and reports are presented on
five programs which vitally aflfect both elementary and secondary
schools—Veterans Farmer Training Program, Occupational In-formation
and Guidance, School Libraries, the School Lunch Pro-gram
and Resource-Use Education. There is also presented a re-port
of the Rehabilitation Program, which is operated under the
Division of Vocational Education.
JSToRTU Carolina Ptblic Schools 35
>.L.AI1JEU OF HIGH SCHOOLS UY DUMBER OF TEACHEBS, 1947-48
36 BiKNNiAL Report of State Superintendent
JsLMltKK <»1 llUiJI SCHOOL STU1)K>TS TAKIXG VARIOUS SUBJECTS
1947-48
(Prom High ? .hool Principal's Annual Reports)
WHITE NEGRO
Subjects
(Grades 9-12)
No. No.
Schools Students
No. No.
Schools Students
TOTAL
No. No.
Schools Students
English:
English I
English II
English I II
English IV -
Dramatics
Speech .-
Journalism —-
Spelling
Debate and Public Speaking —
Library Science
Language Arts
Misc. (Contemporary
literature, remedial)
^tage Craft
Mathematics:
General Mathematics I
General Mathematics II
Algebra I
Algebra II
Plane Geometry
Solid Geometry —
.
Trigonometiy
Basic- Matlifiiiatics, Arithmetic
College i>i- Aiivanced Algebra
Textile IMatlifinaties
Survey IVlatlicinatics
Consumer Matliematics
'Practical Mathematics -
Social Studies:
Citizenship
World History
United States History
Economics
Sociology
Problems
Geography
Government
Ancient History
Modern History
North Carolina History..
Latin American History
Current History—
International Relations ..
Occupational Guidance ..
Negro History
722
708
693
688
48
29
51
69
4
12
4
1
525
684
368
493
35
37
22
23
1
1
6
1
533
382
629
438
440
46
213
5
9
10
1
2
2
2
10
Science: I
General Science
Biology —
Chemistry 1
Physics I
Sr. Science, Physical Sciences!
Aeronautics _ I
I
Health and Safety: I
Health |
Hygiene 1
Driver Education |
Safety and First Aid i
Physical Education ..
Art, Arts and Crafts
532
1
23
7
618
34
41,214
35,146
26,964
21,646
1,357
714
1,013
6,541
58
210
49
32
25,455
33,620
13,096
12,738
700
767
430
534
24
23
126
17
27,203
13,025
27,805
9,594
9,538
1,269
5,063
465
489
230
13
56
31
90
716
232
225
221
211
15
6
5
20
1
1
202
18
197
75
139
6
181
142
191
139
135
43
52
8
13
32,209
15
677
193
49,610
1,544
135
I
I 2
I
I
I 168
13
12,740
10,715
7,959
5,769
365
112
137
1,261
31
40
11,231
512
8,837
2,803
3,931
145
10,102
5,715
7,216
3,481
3,094
1,170
1,434
226
235
697
197
534
521
ISToRTH Carolina Public Schools 37
]V.l MBER OF HIOH SCHOOL STUDENTS TAKI>0 VARIOUS SUBJECTS
1947-48
(From High School Principal's Annual Reports)
WHITE NEGRO TOTAL
Subjects
(Grades 9-12)
I No. No.
I Schools Students
No. No. I No. No.
Schools Students | Schools Students
Mnsic
I Glee Club, Chorus, Choir, etc.j
Orchestra and Band — |
Music Appreciation |
I
Vocational: I
AKrit'ulture I I
AKi'R'ulture II |
AKriculture III and IV I
Home Economics I _ I
Home Economics II | Home Economics III and IV-
1
Industrial Arts |
Mechanical Drawing
Diversified Occupations
Distributive Education |
Vocational Shop and Trades, |
Sheet Metal, Electricity, etc. |
Printing I
Radio
Cosmetology — -|
Textiles |
1
Business Education: |
(!i'iici-al Business |
Typi-writing I
'1\\ pi'W riting II I
Business Arithmetic |
Elementary I'.(_Hjkkeeping | Advanced Bookkeeping j
Shorthand I 1
Shorthand 1 1 |
Business English
Salesmanship
Business Law
Business Geography
Set Tetarial & Office Practice
Banking
Consumer Economics
Business Machines
Foi-cicii Language:
Frencli T
Fr.'nch II
Latin I
Latin II
Latin III
Latin IV
Spanish I
Spanish II
Spanish III
30
112
84
2
377
358
336
.588
562
346
60
28
22
19
43
5
3
1
1
173
432
331
114
226
IS
242
89
24
8
25
7
13
1
1
1
1,570
6,823
4,273
29
6,985
5,489
4,893
17,918
12,596
4,844
3,194
1,047
550
547
1,198
91
75
77
23
5,979
17,928
6,699
3,536
5.254
241
4,164
892
638
196
527
234
159
5
20
S3
43
18
21
93
93
74
157
152
103
24
2
11
44
25
46
20
23
3,088
1,401
S04
2,294
1,565
1,094
6,006
4,244
2,426
1,294
44
244
1,141
805
1,260
323
688
209
383
93
28
74
18
495
Till' course in typcM rilinij valnaltl*' for personal use or for earee
AGRICULTURAL EDUCATION
What Is Vocational Agriculture? Vocational agriculture is a
course of instruction in high schools designed to prepare boys
for the business of farming and for a happier and more useful
life on the farm ; to give farmers and boys, who have stopped
school, training that will make them more efficient in their life
work, and to make the country a better place in which to live.
What Is Taught? The course of study for the agricultural
pupils is planned to give them a well-rounded education. The
whole work is based on the idea of finding out the needs of the
people who live in the community and then teaching the things
that will help to meet these needs. The fundamental principle
is the getting of an education out of life on the farm.
The agricultural instruction attempts to give the pupil the
fundamental principle underlying farming in that community
and to show how they may be put into practice to secure the
best results. The pupil studies the growing, cultivation, harvest-ing
and selling of crops ; the selection, breeding, feeding, care,
management and marketing of Hvestock ; the production of fruit
;
the soil ; crop rotation ; how to handle machinery and to do the
ordinary repair and construction jobs that arise on the farm
how to avoid or control injurious insects or diseases; and the
keeping of farm accounts and records. The studies are related
to life on the farm and the community becomes the pupil's
laboratory.
:ifri drill in llii 'I I slKip
Boys Learn to Do by Doing. Realizing that a pupil must know
the "how" as well as the "why" of farming, each pupil is re-quired
to do some kind of practical work either on his home farm
or the school farm which enables him to put into practice the
principles learned through instruction. For example, a boy may
be making a study of crops. Then he will be asked to be re-sponsible
for the growing, harvesting and marketing of some
particular crop or crops. He keeps accurate records of his transac-tions
and at the end of the year he is able to tell how much he
made or lost on the crop. Thus definite and practical instruc-tion
in agriculture and farm accounting are brought to the boy
en his home farm.
The Teacher of Agriculture. The teacher of agriculture is on
the job twelve months in the year. This means that a well-trained
man, a graduate of an agricultural college, is in the community
all the time. When school is not in session he spends his time
supervising and helping the boys with their practical work, ad-vising
and assisting the farmers with their various farm prob-lems
and acting as a leader in any movement for the good of
the community.
Everybody In a Community Benefitted. The following per-sons
may secure the benefits of a Department of Vocational
Agriculture when it is introduced into a community:
Vocational agiiciildi I r ^nidiriis study pastures uinltT (lireclion o( the tcaclifr
1. Boys, fourteen years of age and above, who are regularly
enrolled in school.
2. Farm boys, who have stopped school and who feel the need
of instruction and information on farming, may attend
short courses.
3. Farmers who want specific instruction on certain problems
concerning the management of the farm, may attend short
courses. The length of the course, the date and lime of meet-ings
can be arranged to suit the convenience of those at-tending.
4. Veterans who receive training in agriculture.
Kftiistei-fd HfffidiMl liulls owned li.v FFA lio.vs are used for lireedinu' purposes
JSToRTH Caeoliiva Public Schools 41
Partnership Affair. The financial burden of teaching agri-culture
is a partnership afi'air between the State and Federal
governments on the one hand and the local county or community
on the other hand. The State and Federal governments pay
two-thirds of the teacher's salary and the county one-third. The
county furnishes the equipment.
Future Farmer Activities
Following is a report of the State Future Farmers of America
Organization for the year ending July 1, 1948:
I. Organization
Total number chartered active local chapters 39 7
Total number white departments of Vocational Agricul-ture
without FFA chapters -..-
Total active membership in chartered chapters 16,218
Total amount of National dues paid by June 30.. $1,621.80
II. Mt'nibersiiip Distribution and Status
Present distribution of active membership, by degrees:
Total No. of active members holding Green Hand Degree 6,418
Total No. of active members holding Chapter Farm De-grees
9,312
Total No. of active members now holding State Farmer
Degrees — 440
Total No. of active members holding American Farmer
Degrees — 2 4
Total active membership 16,218
Total No. of associate members (local) 10,250
Total No. of honorary members (local).. 3,150
Total No. of honorary members (State) 20
Grand total membership 29,638
III. Leadership
The State Association nominated its full quota of Ameri-can
farmers 13
No. chapters having libraries with 5 or more FFA books 324
No. chapters holding a public-speaking contest 271
No. chapters using accepted form of parliamentary pro-cedure
in conducting chapter meetings 347
No. chapters having definite continuing written program
of work 280
No. chapters issuing news sheets or news letters 112
No. chapters preparing publicity material regularly 260
No. chapters participating in leadership training schools
of conferences for local chapter officers and members
provided by State Association 308
Total member participation— .-- 8,200
No. of chapters that have prepared and given one or more
radio programs. 54
Total No. chapters within the State visited by State boy
officers during the past year 64
No. of Association members attending last National FFA
Convention 30
42 BlEXXIAL liKI'OKT OF StaTE SUPERINTENDENT
l\'. Koi'i-eation
No. chapters that provided supervised recreation 360
Xo. members who participated in supervised recreation
activities 8,202
The State Association owns two camps, White Lake
Camp at White Lake, and Tom Browne Camp near
Barnardsville, N. C.
Length of camping period 11 weeks
No. of members attending State camps... 3,680
No. of chapters represented 274
State Association participated in National FFA Day program
The total project income of North CaroHna's Future Farmers
of America during the past year amounted to $2,408,910.72.
Most of the income which resulted from these projects will be
invested in home and farm improvement programs.
Increased emphasis has been placed upon livestock production,
which farm leaders believe will raise farm living standards. The
total livestock earnings of FFA members last year amounted
to $1,789,190.72 while their field crop income was $719,710.32.
Among North Carolina's older farmers the reverse is true; they
make more money from the sale of crops.
FFA livestock projects during the year included 3,841 beef
cattle, 5,206 dairy cows, 5,815 hogs, 312,784 laying hens, 817,640
broilers, and 8,216 turkeys.
The layers brought in the largest income— -$684,718.12.
Broilers were second at $350,210.98, and dairy cattle third at
$312,781.18.
Field crop projects included 5,218 acres of corn, 1,016 acres of to-bacco,
3,218 acres of cotton, 2,487 acres of small grains, and 1,206
acres of truck crops. Corn was the leading income producer,
CImm'Ks arc prcst'iiti'il to FFA Avinncrs in (lie State Siipprvised Practice Contest
^^^^^^1
ISTOKTII CaIUJLINA PfBLIl' SciIOOLS 43
bringing the young: farmers a total of $254,651.06. Tobacco was
second at $176,482.12, and cotton was third at $128,862.08.
New Farmers of America
During the past year the North Carolina Association of New
Farmers of America has made a fine record. Chief among these
is the fact that the members have done pioneer worl^ in getting
beef cattle started on Negro farms. In November, 1916, the
program was started with eight Sears' bulls. Now there are
over 300. The livestock show was one of the largest attended
shows ever conducted in the State with over 2,000 present. This
livestocl<; program is having its influence on the development of
good pastures on many farms.
N.F.A. boys have made a fine record in the hybrid corn pro-gram.
Wooten of Sedaha produced 139 bushels. In sweet potato
production, Hargraves of Henderson took first place with 305
bushels per acre.
The N.F.A. Association was one of the few State Associations
having winners in each of the Future Farmers of America
Foundation awards. North Carolina boys won the following:
First Place—State Superior Farmer Award.
First Place—Rural Electrification.
First Place—Quiz Contest.
Second Place—Dairy Farming.
Second Place—Farm and Home Improvement.
Second Place—Quartette Contest.
Second Place—The H. 0. Sargent Award.
]S"eAV Fanners oi America show (heir beef cattle
44 Biennial liEi'ORx of State Superintendent
The Association has continued its program of help for the
Negro Orphanage at Oxford. The contract for the vocational
building will be let this year and will be ready for use by the
fall of 1949.
The Association is greatly in need of a camp. Progress is being
made in this direction.
The Association has the largest number of paid-up members
this year in the history of the organization. This increase in
membership indicates that there is no lagging of interest in the
program on the part of these farm boys.
EXPAXSIOX
\ fic i;ui> •(i\c !ii>lriifli(!ii (111 >\Miit' iii;iii;i:;ciiii'ii!
of the program in the local community. The regular teacher of
agriculture must have one assistant teacher for each 18 to 20
veterans enrolled.
The length of the training program for each veteran enrolled
is from one to four years, depending on : (1) Length of entitle-ment
granted the veteran by the Veterans Administration; (2)
Past experience and training; (3) Progress made in training and
farming.
In order to participate in this training program, the following
qualifications must be met:
1. The veteran must have complete control of the operation
of the farm through ownership, lease, management agree-ment,
or other tenure arrangement which fully protects the
veteran.
2. The farm must be of sufficient size and suitability for full-time
instruction in all farm management operations neces-sary
to the particular type of farming selected and the op-eration
of the farm together with the course of training
must occupy the full time of the trainee.
3. The size and quahty of the farm must indicate that it will
be sufficiently productive to insure the trainee a satisfac-tory
income under normal conditions at the conclusion of
the training program.
4. The trainee must:
(a) Spend a minimum of 200 hours per year attending
classes of organized instruction conducted by the
teacher of agriculture or his assistant.
A vf'teiaii develops piaclieal fariii sliop skills uinUr supervision oi instructor
(b) Be engaged in full-time farming, including the time
spent in organized instruction and on-the-job instruc-tion.
(c) With the assistance of the teacher and his advisory-committee
prepare a home and farm plan, including
financial statement, budget of income and expenses^
schedule of production and disposal of crops, Hvestock
products, inventory of livestock, equipment and sup-plies,
and statement of family living furnished by the
farm.
5. In addition to the organized instruction the teacher must
visit each trainee on the farm at regular intervals for a
minimum of 100 hours per year and not less than two visits
per month for the purpose of giving the trainee instruc-tion
and assistance in planning and managing the operation
of the farm and for the purpose of relating the institutional
instruction to the carrying out of the farm and home plan.
Instruction is based on the type of farming most profitable
in the area and the skilh needed in carrying out the individual
farm plans. Farm management, farm mechanics, crop and live-stock
production, and soil conservation are the main units of
instruction given.
NoKTir Oakolina Public Schools 47
Records of the achievements of each trainee are kept by the
assistant teachers as a basis for making an annual appraisal of
his progress in the training program. Each trainee is required
to make satisfactory progress in order to continue in training.
The following are a few of the new accomplishments of the
24,000 veterans enrolled during the year 1948:
A( ( OMPl.lSHMENTS OF TRAINEES
Practices Numher Xo. of Veterans
Participatinff
Purebred milk cows acquired 2,256 1,332
High grade milk cows acquired 14,080 8,713
Purebred beef cattle acquired 1,249 569
High grade beef cattle acquired 3,863 1,320
Certified baby chicks brooded 1,988,396 13,499
New permanent pastures sown, acres.... 30,405 7,483
Terraces constructed, feet 9,214,678 4,045
Land Reforested, acres 3,039 445
Adapted hybrid corn grown, acres 101,359 13,491
Lawns, prepared, fertilized and seeded,
square yards 3,012,077 2,816
Dwellings painted outside 4,249 4,249
Dwelhngs painted inside 8,468 8,468
Running water installed in home 1,737 1,737
Bathrooms installed 1,271 1,271
Dwellings wired for electricity 7,390 7,390
Food canned, quarts 4,362,187 19,712
Meat cured, pounds 11,030,865 19,104
Changed from renter to owner 980 980
HOMEMAKING EDUCATION
Homemaking education in the high schools of North Carolina
attempts to prepare the individual for effective home living. The
areas included in the curriculum are food and nutrition, clothing,
family economics, housing, health, family relations and child
development. Emphasis is given throughout the instructional pro-gram
on health, relationships, management of resources—time,
energy and money, creating and appreciating beauty, democratic
ways of working together, as well as the mechanics of house-keeping.
"^ '%<^m
I'uiiire Hoiiieiiiakei-s hold It'adershii) conference at camp
Recognition is given to the fact that satisfying family living
is essential to the well being of every individual and that there is
no substitute for happy, understanding family relationships.
This, in truth, is the very core of the homemaking program
—
helping pupils to understand better their personal development
and their contribution toward happy, wholesome family life to-day
as the background for well adjusted happy families of
tomorrow. It is important that they know that "Home is what
you make it . . . Home is life, strength, comfort, love, achieve-ment,
honor. Or it is heartbreak, weakness, misery, failure, and
Honicniakiug' students learn meal preparation on family basis
JSToKTii Cakolixa Public Schools 49
shame ; or it is any one of the many things that he between these
two extremes. Pupils are helped to understand that the home can
provide an atmosphere in which the individual may develop a
feeling of adequacy which will enable him to cope with the prob-lems
of daily living and grow increasingly independent in solving
Renovalion of niiriiienls is a part oi the lionu'iiiakiiiu' course
50 BiKNXiAL Eeport of State Superintendent
these problems to the satisfaction of herself as well as others.
To supplement class instruction, the teacher through home visit-ing
and supervision of home projects guides the pupil in selecting,
planning and carrying through additional learning experiences in
some area of homemaking in which she feels the need of addi-tional
training. This provides the tie between in-school and out-of-
school activities and responsibihties which is necessary for
effective learning.
The technique of home visiting is extremely important. The
teacher must use tact in order to gain the confidence of the family.
It requires a great deal of time on the part of the teacher, as well
as a means of transportation.
In addition to daily class instruction and supervised home pro-jects
in the home, homemaking pupils now are given opportunities
to participate in community projects that contribute to family
well-being.
The two homemaking student organizations. Future Home-makers
of America (white) and New Homemakers of America
(Negro), are affihated with the national organization. The pur-poses
of both organizations are similar: to promote wholesome
development of youth, better home living, democratic ways of
working together for common good, and greater appreciation for
home and family life.
The activities of both organizations are varied—raising funds
for worthy projects; home, school and roadside beautification
;
sharing with less fortunate families both here and abroad ; camp-ing
and entertaining members of opposite sex and parents.
Through their efforts hundreds of dollars worth of equipment
have been added to homemaking departments to make them more
attractive and functional.
The number of girls and women working outside of the home
in North Carolina has been steadily increasing. In many instances
these women are performing the dual role of homemaker and
wage-earner. Such responsibility presents many problems in per-sonal
and family living. The homemaking teacher can render in-valuable
services to these women through an instructional pro-gram
in homemaking based upon the needs and interests of this
group. Limitations of time and energy on the part of working
women present a problem to the homemaking teacher. Newer
v^ays of working with people, newer devices for teaching and
adequate time in the teacher's schedule are factors that must
N^ORTH Carolina Public Schools 61
be considered by the administrator when he envisions a home-making
program that is really effective in his school community.
There are approximately 875 homemaking departments in the
white and Negro high schools in the State. Four hundred and
ten of these are reimbursed from State and Federal funds.
The following table shows the growth of the vocational home-making
program over a period of years
:
GROWTH IN VOCATIONAL HOME ECONOMICS EDUCATION
52 BlKXNlAI. IiKIMRT OF StATE S i; PERIXTEXDEXT
pendently. Less than one-half of the schools in the State have
lunchroom facilities.
Reports for 1946-47 show that 73.4 per cent of the children
in average daily attendance were in schools having lunchroom
facihties. This percentage represents 529,807 children out of
722,154 children in average daily attendance. Due to inadequate
facilities and space, many of the children attending schools with
lunchrooms were unable to eat in the lunchroom.
An analysis of reports for fiscal years ending June 30, 1944,
3945, 1946, 1947 and 1948 shows there has been a steady increase
in price of food and labor each year. This increase in cost has been
met through an increase in price of lunches served to children.
Further comparisons can be made of the total number of lunches
served, the number of Type A plate lunches served with milk.
Type C (milk only) lunches served, the amount of cash income re-ceived
from children and reimbursement, and how the money has
been spent.
In 1947-48 there was a total of 36,483,900 lunches served, more
than 3 times the number served in 1943-44. Of this number, 83.5
per cent of the children served received Type A lunch with milk,
thus showing a steady increase in the amount of milk being used.
The percentage of free lunches has dropped approximately 3 per
cent since 1944-45, although the total number of free lunches
served has remained fairly constant.
Ill addition (o a balanced meal, the school lunch pidiiiani provides an oiiportiinify
under supervision for teaching proper eating habits and fable manners
XoRTH Carolina Public Sc^hools 53
During the school year 1947-48 an income of $9,122,666.62 was
realized from the 36,483,900 lunches served. This is almost twice
the amount of money received in 1944-45. The children paid
$6,374,402.70 or 69.8 per cent of the total amount, whereas the
Federal government paid in reimbursement $2,633,941.50 or 28.8
per cent. The schools have received a total of $482,961.75 from
Federal sources for equipment. The amount of money received
from children increases as more schools are accepted on the pro-gram,
and the amount paid in reimbursement to each school de-creases.
The amount spent for food increased from $3,073,756.38 in
1944-45 to $5,814,668.19 in 1947-48. The same type of picture is
true for labor. It is interesting, however, to note that the labor
cost percentage has remained constant.
The schools have made steady improvement in handhng funds
and in record keeping. In 1945-46 $5,704.48 had to be refunded.
In 1946-47 $724.16 was returned, and in 1947-48, the schools did
not have to refund any money to the Federal government.
Principals and teachers are working to improve food habits, to
promote better nutrition, and to use the lunchroom as a labora-tory
for teaching. Much effort has been made to correlate the
regular classroom teaching with activities in the lunchroom.
The schools each month are furnished two copies of the monthly
bulletin published by the State Office. Included in the bulletin are
suggestions for menus, suggested use for commodities, suggested
All cliiUlren drink milk—an ontmow'l! oi a rat icedinsi t'Xiu-rinient
54 Biennial Report of State Superintendent
holiday decorations, happenings in North Carolina schools, and
many other items pertinent to lunchroom operation. The State
Office also supplies each school with a copy of the School Lunch
Bulletin, printed each year, with the rules and regulations govern-ing
the lunch program. They are also given copies of all Federal
publications needed.
For the past two years the State staff has been working with
local personnel in developing in-service training programs for
school personnel, lunchroom managers, one-day workshops in local
areas, and five-day workshops scheduled in various parts of the
State.
Five-day workshops have been held in Statesville, Wilson, Wil-mington,
Raleigh, and Charlotte with 317 lunchroom personnel
attending. These workshops were conducted by the State staff,
assisted by personnel from area U.S.D.A Office, sanatarians from
local health department, nutritionists from the State Board of
Health, nurses from the School-Health Coordinating Service, and
speciahsts in equipment and foods from commercial organizations.
They covered menu planning, food and equipment buying, job
analysis, meal preparation, and cost and inventory control. Special
emphasis was given to nutrition, care and use of equipment, sani-tation,
and records and reports. Equipment exhibits were set up
by local firms in order that those in attendance could see the
different types of equipment needed for good lunchroom operation.
The one-day workshops were modifications of the five-day work-shops.
They were held on a county basis, with principals,
managers, and workers in attendance. Menu planning, sanitation,
food purchase, and records and reports were topics discussed.
These were planned to answer specific questions and solve indi-vidual
problems. Local agencies cooperated with the State staff
in these workshops.
This type of training is expected to provide better trained per-sonnel,
and thus meet a need which is becoming more evident
every day with the growth of the State Program.
T-^ -^ O <?<I c-O
I IC O CO tc o
CO o CO c<i o
in C
to eg
0(M
toco'
-* CO oq
to eg k; o eg
CO cc c-to
CO o
to Oi tH
to 0-*
0-* lO
.:6 Biennial Report of Ktate Sri'EiaNTENDENT
TRADE AND INDUSTRIAL EDUCATION
Trade and Industrial Education includes:
I. Evening Trade Extension Classes—For adults employed. In
these classes workers may get technical instruction to help them
in the work they are doing in order to keep up with new develop-ments
in the industries and to prepare them for promotion, if and
when an opportunity comes their way.
II. Part-time Classes—For those finishing school and entering
trades or industries. Diversified Occupations, for boys and girls
entering industry instead of college, is the finest service the Trade
and Industrial Program has to off'er. This type of instruction uses
the industries in the community as laboratories. The student has
an opportunity, therefore, to earn while he learns under most
favorable conditions, since he gets assistance from both school
and industry to find his place and make good.
III. Day Trade Classes—These are offered in the larger high
schools where equipment for the most skilled trades is available.
This work is given to boys in the high school who are sixteen
years of age or older, and who can profit by instruction which will
prepare them to enter advantageously into the skilled trades.
Half the school day is given to shop instruction and half is given
students in (liKh- classes learn e'lriientry in a iiraetieal \\a.v
North Carolina Public School;; 57
to regular academic subjects. Such trades as auto mechanics,
bricklaying-, carpentry, cosmetology, drafting, electrical trades,
furniture manufacturing, machinist, plumbing, printing, tailoring,
and textiles are offered.
GROAVTH OF TRADE AM) IM)l STKIAL EDUCATION
Year Xunihcr of Classes Enrolliii<iit
1918-19
1019-20
1924-25
1929-30
1934-35
1939-40
1944-45
1945-46
1946-47
1947-48
5
73
259
384
509
714
407
331
463
388
128
806
3,892
5,887
7,908
11,582
7,859
7,350
8,660
7,763
DISTRIBUTIVE EDUCATION
Distributive education provides the greatly needed vocational
training for those entering and for those already engaged in
some field of distribution. The field of distribution includes re-tail
and wholesale businesses as well as services. Distributive edu-
IiistiHclion a\ the mactaine is pioviiietl ior these textile students
58 BiK.NMAi, Ivei'(»?;t ok State Siperixtexdent
cation serves both the individual and our economy. The purposes
of distributive education are to:
1. Fit young' citizens to become self-supporting, efficient mem-bers
of their own community by providing speciahzed
training preparatory to entering retail or wholesale occu-pations.
2. Up-grade adult distributive workers through educational
programs designed to make them more efficient.
3. Help to strengthen our economy by increasing the efficiency
of our distribution system in terms of reduced cost and
better service to consumers.
4. Promote full employment by selling the increasing volume
of products of the farm and factory to the ultim.ate con-sumers.
Retailing alone is the third largest industry in the United
States, while the total of these employed in distribution and
services comprise the largest group of workers. The trend of
employment away from farming and into the various fields of
distribution and services bids fair to continue for a number of
\ pmiil from tlic (lisdilmtivc (Mlucation class "earns and learns" nnder supervision
NoKTii Carolina Public Schools 59
years. Of this large number of workers, distributive education
is designed to serve the following specific groups
:
1. The regularly enrolled high school boy or girl over sixteen
years of age.
2. Part-time workers in distributive occupations.
3. Full-time employees in distributive occupations.
4. Managers and supervisors of retail, wholesale and service
establishments.
Cooperative Program in Distributive Education
In the high school program juniors and seniors who wish to
make a career in some distributive business are enrolled in the
cooperative part-time program. Under the guidance of a trained
teacher-coordinator, they are given vocational training which is
closely correlated with work experience in various distributive
businesses in the community. Although the number of pupils
trained through this program is relatively small, most of them
have been successful in full-time jobs after graduation. Many of
them have been promoted to junior executive jobs in retailing
before or soon after graduation from high school.
A yroiip of :iiana^ers and suiieiviisors study "How lo Mupei'vise employpes'
60 BiEXiviAL Kepokt of State Superintendent
During the past two years a standarized course of study for
the cooperative program has been completed and printed. This
course of study is now being used in many other states.
COOPERATIVE I'AKT-TIME VOCATIONAL TRAINING
North Carolina Public Schools 61
ployees. Although enrollment in courses for employees is much
greater, special emphasis has been given to the training of execu-tives
to enable them to deal more effectively with personnel. The
value of this type of training is evidenced by the increasing de-mand
for services of this department by managers and by the
greater satisfaction of employees who are benefiting from better
supervision.
With funds now available for distributive education services,
only a small fraction of the group needing training can be reached.
Very few new programs requested by school administrators and
business organizations could be organized because funds were not
available for salaries.
EXTENSION CLASSES AND ENROLLMENT 1943-48
62 HiEXXIAI, RkI'OKT of StATK SfPEKINTEXDEXT
2. To aid in initiating a guidance program in schools previously-doing
little work in this field.
3. To assist in evaluating the program in schools already doing
considerable guidance work, and to offer suggestions for ex-pansion.
4. To meet upon invitation with educational or civic groups for
the purpose of discussing general problems and phases of
guidance.
5. To cooperate with other agencies interested in the broad,
aspects of various youth problems, such as the State and Na-tional
Vocational Guidance Association, civic clubs, employer
and labor groups, the Occupational Information and Guid-ance
Service in the U. S. Office of Education and the North
Carolina Education Association.
6. To promote the training of teacher-counselors in occupa-tional
information and guidance, and to advise with teacher
trainers on all matters pertaining to the improvement of the
program in the State.
7. To conduct, in cooperation with local authorities, group con-ferences
for the purpose of improving local programs of
guidance.
('!ir<MT Kay cxhiliits [irovide occiiitnlional iiiforination for sdideiifs
UMfAalMlMaiMMtllblBfll
North Carolina Ptblk^ Schools 63
8. To answer by correspondence requests from schools and
other interested agencies for sources of occupational and
guidance information.
Present trends in education emphasize the growth and adjust-ment
of the whole child. This means that in addition to the regular
instructional work the school must provide a number of special
services to meet problems which arise in connection with the con-tinuous
development and adjustment of the individual. Some of
these services constitute the guidance program of the school,
guidance being defined as "that part of the school program most
concerned with assisting the individual to become more effectively
orientated to his present situation and to plan his future in terms
of his needs, interests, abilities, opportunities and social responsi-bilities."
The key to the guidance program is the discovery of
these needs, interests and abihties and the provision for activities
which will meet the the needs of each individual.
If guidance is concerned with the total development of the indi-vidual,
it must be an accepted function of both the elementary and
secondary schools with certain aspects of the guidance program
receiving emphasis at each level.
A functional guidance program includes certain definite services
which should be available for each pupil in all schools regardless
The poHiiselor aids du' sdidcnt in iidjiistina'. choosiiitt- and planning
64 Biennial Keport of State Superintendent
of size. The important areas of a guidance program are: (1) an
individual inventory, (2) a study of local, regional and national
occupational information, (3) an exploration of additional and
further training opportunities, (4) counsehng, (5) placement and
(6) follow-up of all school-leavers. A guidance program should
also reveal facts which point to needed changes in the curriculum.
The 1947-48 report submitted by each high school principal
includes a section pertaining to guidance services. A summary
of 950 of these reports reveals evidences of guidance programs as
indicated by the per cent of schools having or engaging in the
following: Individual cumulative record folders, 89.6 per cent;
standard tests at regular intervals, 61.8 per cent; files of occupa-tional
information, 61.0 per cent ; files of information on further
training opportunities, 79.8 per cent: regular course in occupa-tions,
36.0 per cent; individual counseling on educational, voca-tional
and personal problems, 71.3 per cent; assistance in placing
all pupils in next steps, 40.4 per cent; and follow-up of graduates
i-.nd drop-outs, 43.3 per cent. There are 774 persons who have
been designated as counselors in the high schools and 573 of this
number have scheduled time for counseling duties. The average
number of hours scheduled per week per counselor is 3.2 hours.
NUMBER AND PER CENT
N"oRTH Cakolina Public Sohools 65
The progress and effectiveness of guidance services in schools
depend upon the understanding and cooperation of all school per-sonnel
and upon adequately trained personnel for counseling and
directing the guidance program. During 1946-48 there was a
noticeable increase in the number of school people requesting
training in this field. The State Guidance Service conducted in-service
training programs in fourteen city and county administra-tive
units which heretofore had provided little or no guidance
services. Guidance courses were provided in more summer ses-sions
of North Carolina colleges and universities as a result of
this increased interest on the part of school people, increasing
from 4 in 1946, to 9 in 1947 and to 12 in 1948.
Factors which point to more and better guidance programs in
the future are
:
1. Recognition on the part of school people that guidance
services are essential to an effective total school program.
2. Acceptance of guidance as a function of both the elementary
and the secondary school.
3. Provisions for more counselors in the high schools.
4. Possibilities for more adequate training of counselors in
North Carolina colleges.
SCHOOL LIBRARIES
School libraries continue to grow in number, size, and useful-ness.
The philosophy of library service is rapidly changing to in-clude
not only books but also audio-visual materials, thus making
the libraries real material centers. It has been the librarian's
responsibility to locate needed films, recordings, filmstrips and
like material, but now many libraries are housing and organizing
this information, thus resulting in a closer integrated program of
library service and a more enriched curriculum.
The problem of personnel continues serious. Adequate library
service is dependent upon qualified trained personnel; and until
this problem can be solved, the complete usefulness of the book
and materials collections will be greatly handicapped. The need
for full-time librarians is steadily increasing. A long range pro-gram
indicates the need for a minimum of 300 full-time school
library positions in the State in a five-year period. At the present
there are 179 such positions. Emphasis on employing trained
66 r>IK.\MAI. liKPOKT OF StATE St I'KKIXTENnENT
librarians in the elementary schools continue. At the present
there are 388 trained elementary librarians, 50 of whom are em-ployed
full-time. The practice of employing one librarian to serve
several elementary schools is being encouraged until such time as
personnel and additional funds for full-time people in larger
schools are available. Of the 2,877 schools reporting libraries in
1947-48, there were 1895 in which some teacher was charged with
the responsibility of the library. Of this number, 179 were full-time
hbrarians with some training in library science, 651 were
part-time librarians with some training in library science, and
1,065 were without any training in library science.
PERSON NKI. WITH KOMK LIHHAHY TRAINING
INToRTH Carolina Pvblic Schools 67
ping the School Library," Pubhcation No. 257, has been used
widely in planning for new schools and in the renovation of
libraries in old buildings.
Expenditures for libraries are derived from local funds, county
or school funds, State school fund for maintenance and from
rental fees collected by the Textbook Division. National standards
recommend an annual expenditure of $1.50 per pupil for keeping
the library collection up-to-date and in order. The State average
is one-half of this recommended amount. Expenditures continue
to increase, with the result that more adequate library collections
are made available to our boys and girls.
Year
EXPENDITURES FllOM STATE SOURCES
f^'tate »s'r7)oo/ Finid 'I'l.rfhook Dirision
1931-32*
1935-36
1939-40
1944-45**
1945-46
1946-47
1947-48
5 25,308.69
24,108.74
47,503.71
118,521.69
116,656.22
163,923.93
168,728.90
$-
= 4.180.12
135,546.10
135,990.95
178,891.70
125,837.10
*First year of Stato (.'ifiht-mon-th scIiimiI fund.
**Second year of State nine-month school fund.
***Only elementary schools jiarticipated.
A well rounded proKiiiin oi lil)rarj sserviee includes audio-visual materials
68 Biennial Report of State Superintendent
Year
1929-30
1984-35
1939-40
1944-45
1945-46
1946-47
1947-48
TOTAL, EXPENDITURES FOR SCHOOL LIBRARIES
Negi'o
$-
White
98.729.4S
2:36 551.93
368,520.63
410,733.45
519,870.44
627.210.86
14,017.35
31,977.84
74,679.03
79,789.80
117.016.22
134.382.21
Total
Expenditures
$128,441.55
112,746.83
268,529.77
443,199.66
490,523.67
630,886.66
761.593.07
Average
Per Pupil
$ .32
.17
.40
.64
.69
.83
.94
The supply of books for children and young people has increased
with the availability of material and labor, but prices continue
high. Classics are now being reprinted in many attractive edi-tions
and the new titles are beautifully illustrated and well bound.
There have been approximately 370,000 books added each year of
the biennium and about 150,000 discarded because they were worn
out or outmoded. National standards recommend a minimum of
live books per pupil; in 1947-48, the State average was 4.7 per
pupil based on average daily membership.
({("I'l-oiicc woi-k is an iiiioitant liiuai-v acthity
North Carolina Ptblic Schools 69
NUMBER OF LIBRARY BOOKS OWNED
70 BiEN.xiAL Kkport of State Superintexdext
action, teacher education, and individual schools by bringing re-source
speciahsts, educational leaders and laymen together in
planning and developing means for the improvement of living and
the enrichment of school programs.
Many representatives of the agencies on the Commission have
assisted in conferences, workshops and courses to help define the
specfic things which need to be done to use the natural, social and
human resources more adequately and to help in the total de-velopment
of the State and the local communities.
What Is Resource-Use Education?
Eesource-use refers to how man draws on his environment
—
natural and social—to meet his life needs. These needs include
such basic things as employment, food, shelter, clothing, and
recreation. Such things as schools, churches, clubs, government,
industries, transportation, communication, and other services
represent social resources designed to help people meet their
needs. Natural resources, such as soil, water, sun, plants, animals,
and minerals are the raw materials upon which man must draw
to meet his needs. What is more, the technical skills and informa-tion
required to manage and harvest the natural resources, and
the attitudes of the people toward the resources are important
parts of the culture of any region.
People—the human resources—are, of course, the most im-portant
resources in any region or country and their needs should
be paramount. People can be wasted and eroded just as are soils,
or they can become valuable assets in a growing community and
their lives can become enriched through expanding opportunities.
Therefore, Resources-Use Education is the means by which people
are trained to use and develop the natural resources through the
application of the best known technical skills and information, to
fulfill their needs and those of their neighbors, their community,
their nation, and their world.
Resource-use, then, becomes a trinity—the devoloping of na-tural,
social, and human resources in a unified pattern of planning
and development. One resourse develops simultaneously with the
others. Plants and animals are produced for the benefit of people
;
people are educated to the inter-relationships of their environ-ment
and develop and conserve resources while using them ; insti-tutions
are strengthened by rededicating themselves to the serv-
North Carolina Public Schools 71
ices of mankind and the perpetuation of the resources on which
all civilization and living depends.
Countries rich in resources have often failed to achieve great-ness
because they lacked the skill and information necessary to
develop their resources ; but more important, they lacked the de-sire
to manage their resources for the improvement of their
country and people.
The story of the farmer who objected to his son's new ideas
from school on how to improve his farming by saying, "That's all
right, son, I am not using half the information I have now," ap-plies
to people everywhere. Knowing that it isn't right to throw
lighted matches or cigarettes out of cars is valuable only if there
is a strong desire not to do it which prevents it from happening.
Where and Who Should Teach Resource-Use?
With the resource-use concept as large and important as de-scribed
above, it would be difficult to compartmentalize it into any
grade, subject, or department. It becomes the property and re-sponsibility
of all, particularly the administrators and community
leaders whose responsibility it is to see that education has a
clearly defined and important objective. A part of that objective
—
and to some people the most important part—is that of developing
citizens who understand the problems and opportunities of their
community, state, and nation ; who are equipped to manage and
develop its three types of resources, and who have a militant de-sire
to see that all resources—human, social, and natural—are
intelligently used.
How Should It Be Taught?
English, history, science, social studies, mathematics, agricul-ture,
homemaking, health teachers, and others all have a contribu-tion
to make. Courses of study are usually designed to assist them
in reaching the objective described. Frequently, however, they
are bogged down with the mechanics of teaching the subject and
lose the emphasis needed to make the information appHcable to
the important problems of individuals, communities, and nations.
Resource-use, therefore, becomes an emphasis which streng-thens
our educational objective; at the same time it enriches our
teaching with pertinent, interesting, colorful, and dynamic subject
matter. Frequently these are lost when the information must be
72 HiK.wiAL Report of State Superintendent
closeted in national texts. This places a premium on such resource-ful
teaching techniques as films, observations, field excursions,
demonstrations, community surveys, experiments, group discus-sions
with resource people, and local sources of materials, reports,
and facts.
Classroom and school projects which are problems-centered
around important needs of people and communities then become
the focal point around which texts, references, filmxs, and trips can
be centered. Children learn to work in smaller groups, leadership
emerges, interest is heightened by a spirit of research, and the
scientific method becomes a reality and an important tool for
learning.
Area Centers Formed
Since teachers needed specific help in learning how to incor-porate
resources-use education information and techniques into
the school program, area centers were established at eight col-leges
to develop the program in their immediate service areas. A
faculty committee and an area committee, composed of repre-sentatives
of resource agencies, guide the area program.
The teacher-training institutions serving as area centers
are: Appalachian State Teachers College, Elizabeth City State
Teachers College, East Carolina Teachers College, North Carolina
College, Shaw University and St. Augustine's College (serving as
one unit). The Woman's College of the Greater University of
North Carolina, and Western Carolina Teachers College. Each
center has from eight to twenty-five schools serving as Partici-pating
Schools to try out various aspects of Resource-Use Edu-cation.
The principals and teachers of these schools meet with the
Faculty and Area Advisory Committee regularly to develop the
area programs.
These area programs consist of conferences for the school per-sonnel
in the immediate vicinity, summer workshops in resource-use
education, courses at the colleges and in county centers, and
special consultation and help for the Participating Schools.
Five resource-use education workshops were held during the
summer of 1948 with an enrollment of 277 teachers and admini-strators.
Such workshops will be held again in the summer of 1949.
Numerous area conferences and institutes have been held at
the Area Centers throughout the year for teachers-in-service.
North Carolina Public Schools 73
Some emphasis is being- given to resource-use eduation at the pre-service
level at most of the centers.
State-Wide Projects
An annual State-wide conference on resource-use education has
been held where resource specialists and educators evaluate the
program and develop plans for the future.
A State Directory of resource agencies has been prepared to
assist teachers and administrators in better understanding the
services and assistance available from the agencies.
A series of radio programs and a film on the resource problems
and opportunities for development in the State are being planned
cooperatively by the members of the North Carolina Resource-Use
Education Commission.
A series of resource bulletins on welfare, health, recreation, in-dustry,
agriculture, soil conservation, water, forestry, wildlife, and
minerals is being developed by the various resource agencies for
particular use in the school program.
City and county conferences and workshops on resource-use
education will be continued, which will assist teachers in develop-ing
plans for classroom activities and school projects.
VOCATIONAL REHABILITATION
The Division of Vocational Rehabilitation provides services for:
1. Voccational re-establishment of persons with employment
experience who become vocationally handicapped as a result
of a permanent physical and/or mental disability ; or
2. The establishment in remunerative occupations of persons
without employment experience who are disabled, and whose
normal opportunity for employment is materially affected by
reason of such a disabihty ; or
3. The retention in suitable employment of disabled persons
who are or may reasonably be expected to become voca-tional
handicapped in such employment.
The services which may be provided are
:
1. Medical examination in every case to determine the extent
of disability, to discover possible hidden, or "secondary,"
disabilities, to determine work capacity, and to help de-termine
eligibility—at no cost to the individual.
74 Biennial Report of State Superintendent
2. Individual counsel and guidance in every case to help the dis-abled
person to select and attain the right job objective—at
no cost to the individual.
3. Medical, surgical, psychiatric, and hospital care, as needed,
to remove or reduce the disability—public funds may be used
to meet these costs to the extent that the disabled person is
unable to pay for them from his own funds.
4. Artificial appliances such as limbs, hearing aids, trusses,
braces, eye glasses, and the like, to increase work ability
—
these also may be paid for from public funds to the degree
that the individual cannot meet the cost.
5. Training for the right job in schools, colleges, or universi-ties,
on-the-job, in-the-plant, by tutor, through correspond-ence
courses, or otherwise, to enable the individual to do the
right job well—at no cost to the disabled person.
REHABILITATION
IN PROCESS
1000 ClievAs- ^^
PEhABILITATED
1941-2
1945
1944
1945
1946
1947
1946
!N^OKTH Carolina Public Schools 75
6. Mainteance and transportation for the disabled person, if
necessary, while he or she is undergoing treatment or train-ing—
these expenses may be met from public funds, depend-ing
on the person's financial inability to take care of them,
7. Occupational tools, equipment, and licenses, as necessary, to
give the disabled person a fair start—these may be paid for
from public funds to the extent that the person is unable to
do so.
8. Placement on the right job, one within the disabled person's
physical or mental capacities and one for which he has been
thoroughly prepared—at no cost to the individual.
9. Follow-up after placement to make sure the rehabilitated
worker and his employer are satisfied with one another—at
no cost to either party.
The services are not necessarily provided in the order listed
above. Several may be given at the same time. Some disabled men
and women may require the full range of services; others may
need only one or two. In every instance, the services are provided
in accordance with careful analysis of the individual's needs and
all are directed toward a suitable job goal.
For administrative purposes the State is divided into the West-ern,
Central and Eastern Districts, with district offices located at
Charlotte, Raleigh and Greenville. There is a district supervisor
in charge of each of the district offices. Local offices are located
at Asheville, Salisbury, Winston-Salem, Greensboro, Durham,
Raleigh and Wilmington. There are a total of twenty-six coun-selors
working out of the district and local offices. These coun-selors
visit, interview and arrange services for the disabled in
every community in the State.
Any resident of North Carolina sixteen years of age or over
Vvho is physically or mentally disabled, whether congenital or
acquired by accident, injury or disease, and who is totally or
partially incapacitated for remunerative employment is elegible
for rehabilitation services.
The eligible client, in order to be feasible of rehabilitation, must
have or be able to attain : Physical abihty enough to work ; men-tality
and education sufficient to learn and hold a job ; adequate
emotional stability and willingness to work ; and aptitude to attain
a marketable skill or service. Each client is given a general medi-cal
examination, and an examination by a recognized specialist if
76 Biennial Report ok vState Sipkrixtendent
indicated. The key to all rehabilitation work is the recognition of
one cardinal principal, namely: very few jobs require all human
faculties. Therefore, it is a problem of fitting the abilities of the
individual to the requirements of a job. It is a problem of placing
a man according to his abihties—not rejecting him because of his
disabilities.
The fundamental services of counseUng, guidance, training and
placement are available to every client. The equally basic service
of furnishing training supplies, placement equipment, occupational
licenses, transportation, maintenance, prosthetic devices, and
physical restoration are available on an economic needs evalua-tion.
When a person has been given a part or all of the above services
to the end that he has a permanent job with a self-supporting
wage, his case is closed as rehabilitated. 2,412 persons were closed
rehabilitated in 1948 at an average cost of $325.62 per person. It
is evident that it costs less to rehabilitate a person for life than
it does to maintain him at public expense for 12 months.
CASK STATIS AND EXPKMU
North Carolina Public Schools 77
All costs have increased during this period. Some services have
increased to an alarming degree. This will of course operate to
limit the number of persons served, as there is little hope that ap-propriations
from the State and or Federal level will be increased
rapidly enough to cope with increased demands for services and
phenomenal increases in the cost of such services at the same
time.
At the present time the Division is actively working with 4,497
physically impaired persons.
Ill
RECOMMENDATIONS
When I first took office, October 24, 1934, it will be recalled that
the second year of the eight-months term program supported in
the main from State funds was in operation. For the support of
the schools that year an appropriation of $16,000,000 was made
by the General Assembly of 1933. This sum plus $3,254,098 from
other sources was the total amount expended for the operation of
the public schools during 1934-35. Since that year each subse-quent
General Assembly has further increased the appropriation
for the State-supported school term.
These annual appropriations for the support of the regular term,
for vocational education and for the purchase of school buses are
as follows:
Vocational
Year UefiuJar Term Education **Buses
1935-36 $20,031,000 $ 146,000 $......
1936-37 20,900,000 160,000
1937-38 24,396,367 264,200
1938-39 24,986,160 264,200 ....._
1949-40 25,941,313 325,000
1940-41 27,000,000 350,000
1941-42 28,158,324 600,000
1942-43 29,454,233 710,000
1943-44* 37,062,874 919,055 650,000
1944-45 38,140,941 919,055 650,000
1945-46 41,360,374 1,112,026 1,338,764
1946-47 41,997,738 1,257,427 960,000
1947-48 58,955,724 1,523,763 2,109,500
1948-49 60,412,957 1,523,763 1,740,000
Nine-month's term begins. **Included in Regular Term until 1943-44.
In addition to this increase in State funds for the support of
public schools, the following other improvements in child oppor-tunities
have been provided during this period
:
1. A rental system of textbooks was inaugurated in 1935-36.
Basal books for use in grades 1-7 were made free in 1937-38.
This provision was extended to grade 8 in 1945-46. The rental plan
was continued for grades 9-12.
2. A State retirement system was inaugurated in 1941. This
system, one of the best State systems of the nation, covers all
State employees including public school personnel.
XoRTH Carolina Ptblic Schools 79
3. Provision was made also in 1941 for the change-over from
an eleven-grade system to twelve grades to begin in 1942-43. This
program is now in full operation.
4. In 1943-44 State support was extended to a nine months
school term.
5. The 1945 General Assembly raised the upper limit of the
compulsory attendance age from 14 years to 16 years.
6. In 1942 the people voted favorably upon an amendment to
the Constitution which provided for one State administrative
agency, the State Board of Education, to replace the ex-officio
State Board of Education, the State Board for Vocational Educa-tion,
the State Textbook Commission, the State School Commis-sion
and the State Board of Commercial Education.
7. With the biennial increase in funds the salaries of teachers,
white and Negro, have been equalized, and greatly increased. The
average teacher's salary has increased from $561.29 in 1934-35
to more than $2,000 in 1947-48. Recognition has also been given
by the State salary schedule to one year of training beyond col-lege
graduation.
8. A school lunch program was inaugurated in 1943-44 with the
participation of 549 schools. This program now includes approxi-mately
1400 schools.
These are simply a few of the highlights of progress in public
education since 1934. Sections I and II of this Report indicate in
more detail this improvement. I have recited these specific ad-vancements
as a preview to the following recommendations which
I am submitting for consideration in the further improvement of
educational opportunity for the youth of this State.
These recommendations are all based on the assumption that
they are essential to the proper education of the child. Funda-mentally,
each of these suggestions is also predicated upon the
need of more money with which to meet the educational needs
of our children.
1. Teacher Welfare.
Shortage. Children are now being taught by fewer teachers
with college training than some years ago. In 1941-42 93.8 per
cent of State-allotted white teachers had four or more years of
college education. This percentage dropped to 82.33 in 1947-48.
Stated another wav, in 1941-42 there were only 1,022 teachers
80 BiKXMAi. Kki'okt ok State Sipekixtendent
with less than four years of college education, whereas in 1947-48
the number had increased to 2,809.
County units employ a larger percentage of less quahfied
teachers. In 1940-41, 90.3 per cent of the white teachers in county
units had four or more years of college education. This percent-age
dropped to 75.5 in 1947-48. In the city units, on the other
hand, 97.1 per cent of the white teachers had four or more years
of college education, which had dropped only 2 per cent to 95.1 in
1947-48.
There is also a shortage of men teachers in the public schools.
Except for the recent war period, when only 7.5 per cent of North
Carolina teachers were men, there has been a consistant down-ward
trend in the per cent of men teachers in the white schools.
A few selected years show these percentages to be: 1904-05, 36.6
per cent; 1914-15, 21.8 per cent; 1924-25, 16.3 per cent; 1935-36,
14.4 per cent; 1944-45, 7.5 per cent; and 1946-47, 10.6 per cent.
North Carolina superintendents report an annual need for 1,515
new elementary and 1,000 new high school white teachers. In
addition to the replacements of this annual need, there is also the
need for more new teachers to decrease the teaching load.
Supply. The enrollment in the colleges of the State is at the
peak, which is approximately 50 per cent above that of 1940-41.
The teacher output for the elementary schools, however, for this
year is substantially less than it was in 1940-41. In 1940-41 the
senior colleges for white students graduated 647 elementary
teachers. These same colleges graduated only 257 elementary
teachers in 1947-48. The teacher situation will continue to grow
worse until there is a substantial increase in the output of teachers
for the elementary schools.
In order to improve our present teacher situation and thus
also improve the quality of instruction, especially in the ele-mentary
schools, I am making the following suggestions:
(1) Additional Teachers. There is a great need for more teach-ing
positions. Presently employed teachers have far too many
children for adequate instruction. The basis for allotting teachers
should be reduced to 30 pupils in average daily attendance as soon
as possible. In order to bring about this reduction additional funds
will be necessary.
(2) Sick Leave. To protect the health of both teachers and
principals, sick leave with pay should be authorized for teachers
North Carolina Public Schools 81
as is now the case for other State employees—ten days per year.
(3) Payments. Authorization should be granted to the State
Board of Education to provide for the payment of all State-allotted
teachers in ten equal monthly payments under such rules as the
Board may prescribe.
(4) Increase in Salaries. Qualified teachers should receive ade-quate
salaries. No single factor will do more to improve the
schools and to supply them with well qualified teachers than ade-quate
compensation. Teaching cannot become a profession until
it becomes a life career for those who engage in it. It cannot be-come
a life career until the compensation is adequate and on
a par with other professions. And our children will not receive
adequate instruction until we can secure an adequate supply of
qualified teachers.
Therefore, we should raise the salaries of those who teach our
children. For the beginning teacher holding a Class A Certificate
the minimum should be $2,400 with a maximum of $3,600 for
the teacher with 12 years experience. A maximum of $3,900
should be set up for the teacher with a Graduate Certificate.
(5) Housing. In numbers of places it is difficult for teachers to
find rooms and boarding places. This fact is a deterrent in the
securing of good teachers in many of our rural districts. Where
such conditions exist, consideration should be given by local au-thorities
to the possibility of erecting teachers' homes. The cost of
constructing a teacherage could be liquidated over a period of
years. And by the addition of such housing facilities, the teacher
employment problem would be greatly improved, in my opinion.
(6) Recruitment. Along with consideration given to the
above-named problems, there should be inaugurated a program of
teacher selection and recruitment. Measures should be taken to
increase the support from our colleges of elementary teachers.
In order to encourage more of our boys and girls to enter the
teaching profession, I believe that the State should set up a
scholarship fund to aid worthy and promising young people to
prepare themselves for teaching.
2. Supervision of Instruction.
Supervisory instructional leadership in our schools should be
provided on a State-wide basis. At present there are 28 persons
employed in 25 of the 171 administrative units. An adequate pro-
82 BiK.N.MAL Report of State Slpekintexdext
gram of supervision to coordinate and unify the instructional
effort in all our schools should be provided, if we are to reap the
full benefit of the money which we invest annually in the educa-tion
of our children. The sum of $575,000 has been requested by
the State Board of Education to provide this essential service. I
hope that the General Assembly will include the funds requested
in order that the maximum worth of the money spent for in-structional
service may be more nearly realized.
3. Attendance Workers.
School attendance is compulsory for all children between the
ages of seven and sixteen. Because there is no effective program
of enforcing the law, however, many children who should be in
school are not enrolled. Many other children enroll but absent
themselves without reasonable excuses and thus aid in rendering
not only their own instruction ineffective, but also affect ad-versely
the work of children who attend school regularly.
At present 66 of the 171 administrative units have attendance
workers paid from local funds. The remaining 105 units rely upon
the welfare superintendent for attendance work. Since these of-ficials
have full-time jobs, their work in connection with school
attendance is limited and meagre. Then, too, they work under the
direction of the State Board of Pubhc Welfare, and so naturally
perform duties in connection with their field unless specifically
requested to handle attendance cases in accordance with the law.
Attendance work and welfare work should be divorced, if each
is to be done on a satisfactory basis. The 66 units that employ
attendance workers have found this to be true. We need under
school administration an adequate State-wide program of com-pulsory
school enforcement. Attendance workers are needed for
(a) taking and keeping up-to-date a continuous school census, (b)
seeing that the school attendance law is observed, (c) reporting to
other school units when children move, and (d) working with
teachers, pupils, and parents to improve the enrollment, attend-ance,
holding power, and pupil progress in the local school units.
For the employment of such workers the State Board of Edu-tion
has requested a total of $424,800 annually. A request
for $9,300 has been made for setting up an office on the State
level to give direction to a State-wide program of school attend-ance.
I urge the General Assembly to provide the funds with
North Carolina PrBLir Schools 83
^which to inaugurate this program in order that greater instruc-tional
efficiency may be provided by the public schools.
4. Child Health Program.
The State of North Carolina by its support of a Good Health
Program recognizes the importance of health as a prime factor in
the progress of its people. This program, however, was not set
up to administer to all health needs, it being largely a hospitaliza-tion
program.
Recent surveys show that there is a great need for a health
program for school-age children. Approximately 90 per cent of
all school children have one or more physical defects. Many of
these defects are remediable, but remain uncorrected because
parents are unable to pay for medical or dental services and or be-cause
they are not educated as to the importance of correcting
such defects. There is also a great need for a practical program
of health education, where demonstrations of health benefits
may be presented and where information of all kinds about sick-ness,
diseases, nutrition, safety, and other aspects of health may
be taught.
The State Board of Education has requested that an annual
appropriation of $550,000 be made for a Child Health Program.
The general purposes of such a program will be
:
(1) To employ personnel on the local level to assist in the ad-ministration
and conduct a program of health, physical education
and safety.
(2) To purchase materials of instruction for health, physical
education and safety for distribution to the schools.
(3) To provide funds for the in-service training of persons who
will work in the fields of health, physical education and safety.
To my mind, there is no more worthy cause than that envisaged
by this Program. It will complement the State's Good Health
Program. It will enable the schools to render a better service to
the children of the State, both physical and mental.
I hope, therefore, that this General Assembly will give serious
consideration to the establishment of this service as a permanent
part of the State's public school program.
5. Special Education.
The General Assembly of 1947 provided for the establishment
of a Division of Special Education in the Department of Public
Instruction. Chief purpose of this Division is working with
84 Biennial Keport of State Sipekintendent
teachers and institutions in meeting the educational needs of
handicapped children. This Division has been set up, but aside
from the support of the State office no funds were appropriated
for carrying on the work on the local level where the actual needs
have been found. To implement this program, funds must be pro-vided
or authorized. I wish to recommend, therefore, that the
law be amended giving the Board authority to allott funds for
a program of Special Education in accordance with such rules and
regulations as the Board may prescribe.
6. Buildings.
One of our greatest needs is more adequate provision for com-fortablee
and well-equipped school buildings in which to house our
children. Surveys recently made indicate that more than $150
million in school buildings, construction and modernization is
needed to bring our facilities up-to-date. Great inequalities exist
among the counties in the provision of such facihties. Many
schools are lacking in space for libraries, lunchrooms, health
clinics, recreation facilities, music and dramatic arts, and for
science and vocational education. There are many schools that
have no facihties for washing hands and for modern toilet facili-ties.
Many school buildings also are now obsolete, lacking facilities
for modern education and community needs. They are in a poor
state of repair, dark, dirty and unsafe, and should be abandoned.
Even with the use of these obsolete and inferior buildings and
classrooms, there is not sufficient space to accommodate present
enrollment. Many classes are being held in such improvised areas
as auditorium balconies, gymnasiums, libraries, dark basement
rooms, storage rooms, temporary shacks and old rented residences.
There has been very little school construction since 1940.
Studies show a need in every county for additional facilities to
take care of present enrollments and the additional classroom space
needed for the additional teachers that will be allotted next year.
At least $100 million of the total need is urgent and immediate.
Many counties, however, cannot finance their urgently needed
plant programs from local sources. Studies show that 72 of the
100 counties do not have sufficient borrowing power, based upon
a limit of 5 per cent of the assessed valuation for school bonds,
to provide for their immediate needs. State financial assistance
should be provided, therefore, for the construction of needed
schoolhouse facilities.
Worth Carolina Public Schools 85
The State Board of Education has requested that $50,000,000
be appropriated to aid the counties in providing such facihties.
This is an emergency request. I strongly urge the General As-sembly
of 1949 to grant this request in order that many of our
children now in school will not be denied adequate housing facili-ties
and an adequate educational opportunity.
7. Junior Colleges.
North Carolina colleges enrolled 47,071 students during 1947-48.
or more than 3,000 above the 1946-47 college enrollment. More
than 41,000 of this number were in senior institutions, with 23,-
470 of this number in State-supported institutions.
The State does not operate any institutions on the junior col-lege
level. There are, however, two public-supported institu-tions
of this kind now being operated—Asheville-Biltmore and
Wilmington College. These two institutions enroll 442 students.
In addition there are six off-campus centers which have a total en-rollment
of 473 students.
In view of these facts I believe the time has come when we
should give consideration to the establishment of several State-supported
instiutions on the junior college level. California has
had a system of junior colleges for several years, and a number
of other states provide this type of institution. The development
of such a program in North Carolina would contribute balance to
our system of public education. It would make it possible for
parents to save on college expenses which are rising, since many
students could remain at home and attend such an institution.
The State would save in that fewer dormitories at State institu-tions
would be needed. And many students not now receiving
any college education would have the opportunity of obtaining
the basic two years college training ordinarily offered in all senior
colleges.
It is the business of public education to meet the needs for edu-cation
whatever those needs may be. We have come to the time
when we have got to consider the need for greater educational
facilities. I recommend, therefore, that a commission be provided
to study this whole field and report its findings to the next Gen-eral
Assembly for such action as may be necessary and desirable.
8. Regional Education.
On February 8, 1918, the governors of Georgia, Florida, Mary-land,
Louisiana, Alabama, Mississippi, Tennessee, Arkansas, Vir-
86 Biennial Report of State Superintendent
ginia, North Carolina, South Carohna, Texas, Oklahoma, and
West Virginia entered into a compact relative to the development
and maintenance of regional services and schools in their respec-tive
states in the professional, technological, scientific, literary
and other fields. It is the purpose of this Compact to provide
greater educational advantages and facilities for the citizens of
these several states.
This Compact was signed by these governors subject to the ap-proval
of the legislatures of their respective states. I had the
honor of representing Governor Cherry at the several meetings
of the conference of governors when the Compact was drawn up.
I strongly support its purposes and in order to make it binding,
I urge the North Carolina Legislature to give its approval to it
at its 1949 session,
9. Federal Aid.
The Senate of the 80th Congress passed a Federal Aid to Edu-cation
Bill. This Bill, however, failed to come before the lower
body of that Congress.
There is now before the present Congress a bill, S. 246, which
is similar in most respects to the bill which failed to be enacted
into law by the 80th Congress. I favor this bill and I believe it
has a good chance of being enacted into law by the Congress now
in session.
The question of Federal aid to the states for public education
has been studied for many years. There is strong support for en-actment
of legislation that will provide such aid to the states.
Many people, who formerly opposed it, now favor the bill now be-ing
considered. It appears to be the best solution of the problem
now facing many states in financing their respective public school
programs. The lack of suflflcient funds with which to operate an
educational program that will provide greater equality of edu-cational
opportunity affects the welfare of the Nation as a whole.
In order to help convince the members of Con^'ress that Federal
Aid is necessary, however, the leaders of this State should get
behind the eff'orts of those now presenting" the proposed program.
I believe it would help if the members of the 1919 General As-sembly
would collectively and individually let our representatives
in the present Congress know that they, too, are in favor of pro-viding
Federal funds for equalizing the educational opportunities
in the public schools without Federal control.
North Carolina Public Schools 87
10. Staff Additions.
Finally, I wish to call attention to the need for additional per-sonnel
on the staff of the Department of Public Instruction.
Through the use of privately donated funds we have recently
added a person in the field of safety education. We have also for
two years supported a program of resource-use education with the
aid of funds provided by the General Education Board. Since
support of these two projects expire at the end of this fiscal year,
I recommend that State funds be provided for their continuation.
I wish to request also that funds be provided for the employ-ment
of additional State supervisors of music, attendance, science
and mathematics, and for Negro elementary schools. The present
staff of State supervisors is not adequate to render the various
services they are called upon to give to the schools in these special
fields. In this connection I might state that there are now em-ployed
in the field of vocational education, a program supported
in part by Federal funds, a greater number of personnel than for
the remainder of the public school system. The Federal govern-ment
recognizes the importance and value of adequate State super-visors
and has authorized the employment of trained persons to
supervise this worthwhile program. Because of the lack of
proper guidance and assistance in other fields of education, how-ever,
our elementary and secondary schools have not made as much
progress as they might have made had this proper service been
available. I hope, therefore, that additional funds will be au-thorized
for the employment of these additional personnel.
Publication No. 300
BIENNIAL REPORT
OF THE
Superintendent of
Public Instruction
OF
NORTH CAROLINA
FOR
1946-1948
PART II
STATISTICAL REPORT
1946-1947
ISSUED BY THE
STATE SUPERINTENDENT OF PUBLIC INSTRUCTION
RALEIGH. NORTH CAROLINA
STATE SUPERINTENDENTS
Calvin H. Wiley - 1853-1866
Office Abolished 1866-1868
S. S. Ashley 1868-1871
Alexander Mclver 1871-1874
Stephen D. Pool 1874-1876
John Pool 1876-1877
John C. Scarborough 1877-1885
S. M. Finger 1885-1893
John C. Scarborough 1893-1897
C. H. Mebane 1897-1901
Thomas F. Toon 1901-1902
James Y. Joyner 1902-1919
Eugene C. Brooks 1919-1923
Arch Turner Allen 1923-1934
Clyde A. Erwin 1934-
TABLE OF CONTENTS
SECTION I. GENERAL STATISTICS
Pagk
Population, Membership, Attendance 5
Average Term in Days— Summary 16
Average Daily Membership, Average Daily Attendance by Grades—Summary ..- 17
Summary of Enrollment 18
Composition of State Enrollment 19
White Enrollment by Years— Summary 20
Negro Enrollment by Years—Summary 21
White Enrollment by Age and Grade—Summary 22
Negro Enrollment by Age and Grade—Summary 25
Enrollment, Losses, Membership by Grades—Summary 28
Proportion of Enrollment, Losses, Membership in each Grade—Summary 29
Membership and Promotions by Grades—Summary 30
Relative Accomplishment of Pupils by Grades—Summary 31
Training of State-paid Teachers—Summary. -- 32
Salary Schedules for Teachers and Principals 33
Instructional and Supervisory Personnel. - 34
Administrative Organization of Schools 46
Number of Elementary Schools Taught—by Size 48
Number of High Schools Taught—by Size 57
Number of Union Schools 66
Number of Schools Taught—by Grade Level—Summary 71
Comparison of County High Schools—by Size—Summary 72
Comparison of City High Schools—by Size—Summary 73
High School Graduates—Summary 74
Standardization of Schools—Summary 75
Comparison of North Carolina Schools with National Average 76
School Libraries—Summary 78
School Property Owned 79
Transportation of Pupils 90
SECTION II. FINANCIAL STATISTICS
Funds Available and Expended—Summary _ 98
Gross Receipts, Disbursements and Balances by Funds 102
Available for Current Expense Fund 112
Available for Capital Outlay Fund 122
Available for Debt Service Fund 130
Expenditures by Funds 138
Expenditures for General Control—Sunmiary. . 148
Average Annual Salaries of Teachers and Principals 149
Expenditures for Instructional Service—Elementary Schools 150
Expenditures for Instructional Service—Secondary Schools 160
Expenditures for Operation of Plant—Summary _-- 170
Expenditures for Maintenance of Plant—Summary 171
Expenditures for Fixed Charges—Summary 171
Expenditures for Transportation of Pupils and other Auxiliary Services—Summary 172
Expenditures for Capital Outlay—Summary, 173
Expenditures for Debt Service 174
County Tax Rates.-- 184
City Tax Rates 186
Supplementary School Taxes 188
Long-term Indebtedness for Schools 189
SECTION III. STATE AND FEDERAL FUNDS
State Loan Funds—Summary 199
State Loan Funds—Principal Outstanding 200
General Fund of State for Schools—Summary 202
State Nine Months School Fund 204
Vocational Education—Federal and State Payments to Counties and Others 208
Vocational Education—Federal Funds 214
State Textbook Fund—Rental 216
Federal Funds for National Defense Training—Summary 221
Federal Funds for Community School Lunchroom Program—Summary 221

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THE LIBRARY OF THE
UNIVERSITY OF
NORTH CAROLINA
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NORTH CAROLINIANA
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19U6A8
UNIVERSITY OF N.C- AT CHAPEL HILL
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This book may be kept out one month unless a recall
notice is sent to you. It must be brought to the North
Carolina Collection (in Wilson Library) for renewal.
MAY 1 2000
Form No. A-369
PlBLK'ATION No. 272
BIENNIAL REPORT
of the
SUPERINTENDENT OF PUBLIC
INSTRUCTION
of
NORTH CAROLINA
^or the Scholastic ^ears 1946-1947 and 1947-1948
PART I
SUMMARY AND RECOMMENDATIONS
Issued liy the
State Superintendent op Public Instruction
Raleigh, North Carolina
SUMMARY OF RFXOMMENDATIONS
(See page 78 for full recommendations)
1. Teacher Welfare. There are fewer teachers with college train-ing
now than six years ago. There is also a shortage of men teachers.
Teacher output for the elementary schools is less than in 19 40-41.
There is also a need for teachers for new teaching positions in order
to decrease the teaching load. Sick leave with pay should be provided.
Teachers should be paid on a ten months basis. Salaries should be
raised. Housing facilities should be provided, and finally a program
of selection and recruitment should be inaugurated.
2. Supervision. "Supervisory instructural leadership should ])e
provided on a State-wide basis."
3. Attendance. "Attendance workers are needed for (a) taking
and keeping up-to-date a continuous school census, (b) seeing that
the school attendance law is enforced, (c) reporting to other school
units when children move, and (d) working with teachers, pupils,
and parents to supervise the enrollment, attendance, holding power,
and pupil progress in the local school units."
4. Child Health. Recent surveys show the need for a health pro-gram
for school age children. The State Board has requested an
annual appropriation of $.550,000 for a Child Health Program, which
I hope will be granted.
5. Special Education. The General Assembly of 19 47 provided for
a Division of Special Education in the Department of Public Instruc-tion.
To implement this program there is need for an authorization
for the expenditure of State funds on the local level.
6. Buildinj;s. One of the greatest needs is more adequate provision
for comfortal)le and well-equipped school buildings. The State Board
has requested that 150,000,000 be appropriated to aid the counties
in providing such facilities. I strongly urge the General Assembly
of 19 49 to grant this request.
7. Junior Colleges. "I believe the time has come when we should
give consideration to the establishment of several State-supported
institutions on the junior college level. ... I recommend, therefore,
that a committee be provided to study this whole field.
tS. Hegional Education. I support the purposes of the Regional
Compact entered into by the Governors of certain southern states
for developing and maintaining regional services and schools in the
professional, technological, scientific, literary and other fields. I urge
the 19 49 Legislature to give its approval to this compact.
9. Federal Aid. The question of Federal aid to the states for pub-lic
education has been studied for many years. There is now strong
support for legislation that will provide such aid. I believe it would
help if the 19 49 General Assembly would pass a resolution favoring
proposed legislation on this subject.
10. Staff. There is a definite need for additions to the staff in
order that services now provided may be more adequately adminis-tered
and that new much needed services be added. I hope, therefore,
that additional funds will be authorized for the employment of ad-ditional
personnel.
LETTER OF TRANSMITTAL
State Board of Education
Superintendent of Public Instruction
Ealeigh, N. C.
JSTovember 1, 1948.
To His Excellency, W. Kerr Scott, Governor
and Members of the General Assembly of 1949
Sirs :
In accordance with the provisions of law, I have the honor to submit
the Biennial Report of the Superintendent of Public Instruction for the
biennium ending June 30, 1948 showing the activities of the public
schools. This Report also includes my recommendations for improving
the public schools during the ensuing biennium.
Respectfully submitted,
State Superintendent of Puhlic Instruction.
CONTENTS
Page
I. OEGANIZATION AND ADMINISTRATION
State Organization .. 5
Local Organization 9
Buildings and Schools 13
Length of Term 16
Teachers and Principals 16
Enrollment and x\ttendance 20
Transportation 22
Textbooks 23
Expenditures 24
II. THE INSTEUCTIONAL PROGRAM
Elementary Schools 30
High Schools 3 3
Agricultural Education 38
Veterans Farmer Training Program 44
Homemaking Education 47
School Lunch Program 51
Trade and Industrial Education 56
Distributive Education 57
Occupational Information and Guidance 61
School Libraries 65
Resource-Use Education Program 69
Vocational Rehabilitation 73
TIL RECOMMENDATIONS
Teacher Welfare 79
Supervision of Instruction 81
Attendance Workers 82
Child Health Program 83
Special Education 83
Buildings 84
Junior Colleges 85
Region al Education 8o
Federal Aid ^^
Staff Additions
^'^
I
ORGANIZATION AND ADMINISTRATION
STATE O RG A N IZ AT I O N 1
The State Board of Education
The Constitution of North Carolina, as amended in 1945, pro-vides
for a State Board of Education- composed of a membership
of 13 persons, as follows: (a) three ex-officio members including'
the Lieutenant Governor, elected as chairman by the board, the
State Treasurer, and the Superintendent of Public Instruction as
ex-officio secretary ; and (b) ten members appointed by the Gov-ernor
and confirmed by the General Assembly in joint session,
with two appointed from the State at large and one appointed
from each of eight educational districts as determined by the
General Assembly. Appointments, subsequent to the first one,
are made every two years for overlapping terms of eight years,
in a 3-2-3-2 order. "The per diem and expenses of the appointive
members shall be provided by the General Assembly."
Powers and Duties. The Constitution specifies that the State
Board shall have the following powders and duties : It shall "suc-ceed
to all powers and trusts of the President and Directors of
the Literary Fund and the State Board of Education as hereto-fore
constituted." Also it shall have the power to "divide the
State into a convenient number of school districts," . . . "regulate
the grade, salary and qualifications of teachers," . . . "provide for
the selection and adoption of the textbooks to be used in the
pubhc schools," . . . "generally to supervise and administer the
free public school system of the State and make all needful rules
and regulations in relation thereto."
More specifically, the State Board is empowered to (a) adminis-ter
the State appropriations for instructional services; instruc-tional
materials such as textbooks and libraries, plant operation,
vocational education, transportation, and other operational costs
;
(b) make rules and regulations for teachers certification; (c)
make rules and regulations on census and attendance ; (d) devise
financial records and reports; (e) approve powers for local ad-ministrative
units' actions; (f) manage the State's permanent
lExcerpts form Educalioii in Xordi Caroliuii, Today and Tomorrow. A Report of the
State Education Commission, 1948.
-The Constiution of Xortli Carolina, Article IX, Sections Eiglit and Nine, 1945.
6 Biennial Keport of State Superintendent
school fund ; (g) determine the school centers and attendance
areas; and (h) administer federal funds for vocational education.
The Board is clothed with authority to make all rules and
regulations necessary to carry out the purpose and intent of the
law. The Board elects its chairman and vice-chairman.
In accordance with the law, regular Board meetings are held
each month. Special meetings may be called by the secretary
with the approval of the chairman. A majority of the Board con-stitutes
a quorum for the transaction of business.
State Superintendent of Public Instruction
The Constitution also provides for a State Superintendent of
Public Instruction who "shall be the administrative head of the
public school system and shall be secretary of the Board." ^ He
is elected by popular vote for a term of four years. He serves as
a member of the Council of State, as an ex-officio member of the
State Board of Education, as ex-officio chairman of the Board of
Trustees of East Carolina Teachers College, and as an ex-officio
member of the Board of Trustees of the Greater University of
North Carolina.
Powers and Duties.^ As an elected State official, the law sets
forth a number of general duties of which three are "to look after
the school interests of the State and to report biennially to the
Governor at least five days previous to each regular session of
the General Assembly; to direct the operations of the public
schools and enforce the laws and regulations thereto ; to acquaint
himself with the peculiar educational wants of the several sections
of the State and to take all proper means to supply such wants
by council with local school authorities, by lectures before teachers'
institutes, and by addresses before public assembly relating to
public school and public school work,"
The State Superintendent is authorized, in addition to the afore-mentioned
general duties, to perform such specific duties as ap-proving
a program of studies for standard high schools, preparing
a course of study for the elementary schools, approving plans for
school buildings, and serving as executive officer of the State
Board with regard to vocational education.
''The Constitution of North Carolina, Article IX, Sections Eight and Nine, 1945.
^Public School Laws, 1943, Paragraph 115-128.
North Carolina Public Schools 7
Relationships at the State Level
In implementing Sections 8 and 9 of Article IX of the Con-stitution
relating to State educational organization, the General
Assembly stated that one purpose of its Act'' of 1945 was "to de-fine
and clarify the duties and responsibilities of the State Board
of Education and the State Superintendent of Public Instruction
in connection with the handling of fiscal aflfairs of the Board and
such other duties and responsibilities as are set forth in this Act."
Division of Functions of State Board. The act emphasizes that
the State Board of Education is to be the central educational au-thority
and, as such, is responsible for the planning and promoting
of the educational system. At the same time, Section 5 of this act
states that the duties of the Board are to be divided into two
separate functions as follows: (a) "Those relating to the super-vision
and administration of the public school system, of which
the Superintendent shall be the administrative head, except as
they relate to the supervision and management of the fiscal affairs
of the Board;" and (b) "Those relating to the supervision and
administration of the fiscal affairs of the public school fund com-mitted
to the administration of the State Board of Education, of
which the Controller shall have f upervision and management."
Secretary of Board. Section 8 of this act prescribes the duties
of the State Superintendent as secretary of the Board. Four of the
ten enumerated duties are
:
"1. To organize and administer a Department of Public In-struction
for the execution of instructional policies established
by the Board.
"2. To keep the Board informed regarding development in
the field of public education.
"3. To make recommendations to the Board with regard to
the problems and needs of education in North Carolina.
"4. To make available to the public schools a continuous pro-gram
of comprehensive supervisory service."
Controller. Section 4 of this act provides for the appointment
of the Controller by the Board, subject to the approval of the
Governor. Section 9 states that "the Controller is constituted the
executive administrator of the Board in the supervision and man-agement
of the fiscal affairs of the Board." This section then de-
=PnbIic Laws, 1945, Chapter 530.
8 Biennial Report of State Siperintendent
fines the fiscal affairs of the Board, thereby pointing out definitely
the scope of responsibility for which the Board expects to look to
the Controller for professional advice. Section 10 of the act sets
forth in considerable detail the duties of the Controller and the
procedures to be followed as he discharges his responsibilities.
Staff and Services
In North Carolina the educational leadership and service pro-vided
by professional personnel at the State level is under the
direction of the State Superintendent of Public Instruction and
the Controller. This professional staff is organized by divisions,
each of which is responsible, under the direction of the Superin-tendent,
the Controller, or both for rendering certain designated
services. The names of these divisions with brief statements of
their respective areas of responsibilities follows
:
Division of Instructional Service. This division provides services as
follows: inspection and accreditation of schools; general supervisory
assistance in the improvement of instruction ; preparation of curriculum
bulletins and other publications for the use of teachers and other school
personnel; and assistance in special areas, for example, resource-use
education, visual aids, surveys, library, and adult and special education.
Division of Negro Education. This division, provided for by law (G.S.
115-30) renders special assistance to Negro schools, including inspection
and rating of schools, supervisory activities, the improvement of training
of teachers in co-operation with institutions of higher learning for the
Negro race, and in race relations.
Division of Professional Service. This division, provided for by law
(G.S. 115-29), has charge of the administration of the rules and regula-tions
of the State Board of Education with regard to the certification of
teachers; issues aU teachers' certificates; rates teachers employed each
year as to certificate held and teaching experience; and co-ordinates the
work of the department with that of the various institutions of higher
learning in the field of teacher education.
Division of Fuhlications. This division, also provided for by law (G.S.
115-31), has charge of the editing, compiling and preparation of ma-terial
to be printed, and of the distribution of bulletins, forms, etc. to
the local units and individuals; serves as the purchasing agency for all
other divisions except plant operation, teacher allotment and general
control, transportation and a part of audits and accounting; and services
all divisions in the matter of mail, distribution of supplies, and so on.
Division of Schoolhouse Planning. This division is concerned with
plans for new buildings and their location and erection. Surveys are
also a part of the work of this division.
NoKTir Carolina ruBLic Schools 9
School-Health Co-ordinating Service. This division is jointly ad-ministered
by the State Department of Public Instruction and the State
Board of Health. It is interested in health service and health education
in the public schools.
Division of Textbooks. This division has charge of purchasing and
distributing free basal textbooks and administering the rental system for
high school books and supplementary reading in the elementary grades.
Division of Teacher Allotment and General Control. This division is
responsible for applying the rules of the State Board governing the
applications of the local units for teacher allotments, and allots funds
to be expended for the object of general control in the local budgets.
Division of Auditing and Accounting. This division is concerned with
a continuous auditing, month by month, of expenditures by the local
units from the State Nine Months' School Fund, and is charged with the
accounting of all funds. State and Federal, under the control of the State
Board of Education, including the appropriation for the State Depart-ment
of Public Instruction (administration and supervision), Vocational
Education, State Textbook Fund, Veterans Training Program, State
Literary Fund, and any other funds expended for public school purposes.
Its M^ork includes all budget making, bookkeeping, writing vouchers,
making reports, application of salary scales to local school personnel, and
so on.
Division of Plant Operation. This divison has charge of plant opera-tion
as set forth in the Nine Month's School Fund budget.
Division of Transportation. This division administers the school bus
transportation system of the State—purchasing new buses, mapping bus
routes and administering the rules of the State Board governing trans-portation.
Division of Vocational Education-. This division administers the pro-gram
of vocational education, which includes vocational agriculture,
home economics, trades and industries, distributive occupations, guidance,
vocational rehabilitation, veterans related training, school lunch pro-gram,
veterans farmer training (under the G. I. Bill), and the pi'ogram
of requiring the inspection, approv?^ and supervision of those institu-tions
and establishments offering on-the-job-training to veterans under
the G. I. Bill.
LOCAL ORGANIZATION
Number and Size of Local Administrative Units
The public schools of North Carolina are administered through
100 county administrative units and 72 city administrative units
(71 in 1946-47). Except in those counties in which the 72 city
units have been established, the county unit corresponds to the
political government unit.
10 Biennial Report of State Superintendent
Each of the 100 county and 71 city administrative units exist-ing
in 1946-47 reported its school population, ages 6 to 20, in-clusive,
for that year. The distribution of these units by desig-nated
intervals of school population is shown in the following
table
:
DISTRIBUTION OF ADMINISTRATIVE UNITS
BY SCHOOL POPULATION
School Population No. of Administrative Units
County City
1.500 or less 3 9
1.501 to 3,000 11 26
3,001 to 6,000 _._ 29 22
6,001 to 10,000 _. - 31 8
10,001 to 15,000. - 17 3
15,001 to 20,000 5 2
20,001 to 25,000 4 1
Total 100 71
For 1946-47 the county administrative units report a total of
776 school districts for whites and 547 districts for Negroes. The
number of school districts per county ranges from 1 to 21 for
whites and from 1 to 14 for Negroes for the 97 counties having
such districts.
County Board of Education
The county boards of education, the governing authorities for
the county units, consists of from 3 to 7 members. Of the 100
county boards, 39 each report 3 members ; 51 each, 4 members ; 6
each, 6 members ; and I reports 7 members.
Members of county boards are nominated biennially in the party
primaries and are appointed by the General Assembly for terms
of 2, 4, or 6 years. When the names of the persons so nominated
have been duly certified by the chairman of the county board
of elections to the State Superintendent, he transmits the names
of the nominees by political party to the committees on education
of the General Assembly, which selects and appoints one or more
from these candidates as members of the board of education of
the county involved. Should the General Assembly fail so to elect
or appoint one or more of these candidates as board members, the
State Board of Education, by law, fills the vacancy or vacancies
so created. The term of office of each member begins on the first
North Carolina Public Schools 11
Monday of April of the year in which he is elected and continues
until his successor is elected and qualified.
The law prescribes four meetings each year and states that the
board may elect to hold regular monthly meetings and such special
meetings as the school business of the county may require.
Board of Trustees
In the city administrative unit the governing authority is the
board of trustees. The number of members making up these
boards ranges from three to twelve. The median number of mem-bers
is six. Only one of the 71 boards has three members ; 54 have
either five, six, or seven members ; 16 have more than seven mem-bers
; and 10 have nine members.
Board members are elected either by election by popular vote,
by appointment, or by a combination of these two, except for 4
boards reported as being self-perpetuating.
Powers and Duties of County and City Boards
The law'"' states that "it is the duty of the county board of edu-cation
to provide an adequate school system for the benefit of all
of the children of the county as directed by law." "The county
board of education, subject to any paramount powers vested by
law in the State Board of Education or any other authorized
agency shall have general control and supervision of all matters
pertaining to the public schools in their respective counties and
they shall execute the school law in their respective counties."
The law further states that city administrative units are to "be
dealt with by the State school authorities in all matters of school
administration in the same way and manner as are county ad-ministrative
units."
Although the law sets forth specific duties in considerable de-tail,
the general scope of the powers and duties of county and city
boards are: (a) appointment of the superintendent; (b) budget
administration and money management, including preparation of
budget, financial accounting, financial report to the State Board of
Education, presentation and support of budget requests to the
board of county commissioners, administration of bond elections
and bond issues, debt service accounting, and other fiscal manage-
"Puhlic Laws, 1943, Chapter 115.
12 Biennial Report of State Superintenbent
ment responsibilities ; (c) school plant planning, maintenance, and
operation ; (d) administration of transportation ; (e) planning and
effectuating the educational program ; (f ) setting the school
calendar ; (g) appointment of district committeemen ; (h) appoint-ment
of members of the superintendent's staff; (i) final approval
of all employees' contracts; (j) acting as agent for the State
Board of Education; and (k) other powers and duties.
Fiscal Dependence
County boards depend upon county commissioners for approval
of their respective school budgets and for the levying and collect-ing
of such local taxes for school purposes as may be necessary
to provide required local funds called for in their several budget
estimates. Similarly city boards depend upon city commissioners
and/or upon county commissioners for approval of their budgets
and for the levying and collecting of local taxes for school pur-poses
to provide necessary local funds required in accordance with
approved budget estimates. Both depend upon the State Board of
Education for approval of their budget estimates.
County Superintendent of Schools
The superintendent of schools of a county unit is appointed for
a two-year term by the county board of education, subject to the
approval of the State Board and the State Superintendent. He
must be a resident of the county of which he is superintendent
and cannot legally be regularly employed in any other capacity
that may limit or interfere with his duties as superintendent. He
serves as the administrative officer of the county board.
He must be a graduate of a four-year standard college, hold a
superintendent's certificate, have had three years of experience
in school work in the past ten years, and present a doctor's certi-ficate
showing that he is free from any contagious disease. With
the approval of the State Superintendent, a county superintendent
may serve as principal of a high school in his county or as a
superintendent of a city unit in his county. The county superin-tendent
may also serve as welfare officer.
The county superintendent's salary is determined in accordance
with a State standard salary schedule fixed and determined by
the State Board. In practice, however, his salary may be supple-mented
from local funds by authority of the county board. His
JSToRTH Carolina Public Schools 13
salary may also be supplemented when he serves as a high school
principal, as superintendent of a city unit in his county, or as
county welfare officer.
City Superintendent of Schools
The superintendent of a city unit is appointed for a two-year
term by its board of trustees subject to the approval of the State
Board and the State Superintendent. He serves as the admini-strative
officer and ex-officio secretary of the board of trustees.
Superintendents of city units must meet the same qualifications
as county superintendents.
Powers and Duties of Superintendents
The general powers and duties of county and city superin-tendents
may be summarized as follows: (a) financial accounting
(records and reports) ; (b) public accounting (records and re-ports)
; (c) census taking and attendance service; (d) prepara-tion
of budget estimates ; (e) storage, repair, and distribution of
textbooks; (f) storage and distribution of supplies, fuel, and so
on; (g) supervision of transportation; (h) maintenance and op-eration
of the plant; (i) directing hbrary service; (j) manage-ment
of the school lunch room program; (k) direction of health
services; (1) securing and assigning the instructional personnel;
(m) evaluating educational services involving testing, promotion,
and efficiency of instruction; (n) allocating responsibility; (o)
planning and implementing the educational program including re-organization,
expansion, and facihties; (p) planning and ad-ministering
the extra-curricular program, (q) planning and ad-ministering
the community program.
BUILDING AND SCHOOLS
The responsibilities for the erection of school buildings and the
care of school property is with county boards of education in
county units and city boards of trustees in city units. Construc-tion
is financed from funds raised by bond issues, borrowed money,
tax levies, gifts, etc.
As the following figures show there is a downward trend in
the number of schoolhouses. This is due to the fact that when
new buildings are erected, they often replace several small wooden
14 Biennial Report of State Superintendent
structures. The value of school property tends to increase, both in
total and in value per pupil enrolled.
NUMBER OF SCHOOLHOUSES
Y
North Carolina Public Schools 15
16 Biennial Keport of State Superintendent
LENGTH OF TERM
By an admendment to the Constitution in 1917 the minimum
school term was set at six months (120 days) effective for the
first time in 1919-20. Districts or county and city units could by
a vote of the people extend the term beyond this minimum. The
General Assembly of 1931 assumed support of a six months term
out of State funds on certain State standards of cost. Likewise,
this General Assembly continued an appropriation for a longer
term up to eight months in special high school districts. In 1933
an eight months State-supported school term was set up by legi-slative
act. Ten years later the General Assembly increased the
school term to nine months.
The following table shows the average terms for recent years
:
AVTERAGE TERM IN DAYS
Year White Negro Total
1919-20 135.9 127.4 134.0
1924-25 148.0 136.3 145.2
1929-30 159.6 141.0 154.0
1934-35 160.3 159.0 159.9
1939-40 164.4 164.2 164.3
1944-45 178.4 178.5 178.4
1945-46 179.9 179.9 179.9
1946-47 179.9 179.9 179.9
1947-48 179.9 179.9 179.9
TEACHERS AND PRINCIPALS
Number
Due to the change-over from a 7-4 plan of organization to an
8-4 plan in 1942-43, there has been an increase in the number of
elementary schools and a compensatory decrease in the number
of high school teachers during the period covered by the figures
presented in the following table. The number of principals has
increased, but during recent years the number has varied only
slightly.
XdKTii Carolina Public Schools 17
18 BiEiVNiAL Report of State Superintendent
In the following table are presented the number of teachers and
principals at each training level and the average index for certain
years
:
S( HOLAKSHl AM) I.NKKX OK AI.L TKACHEKS AM) PKI>CIPA1>S
WHITE
High School College
I I I I I
I
I II I Year | 2yrs. ] 3yrs. I 4yrs. | lyr. | 2yrs. | 3yrs. | 4yrs. | 5yrs. | Total | Index
I I I I I I I II I
1921-22
1924-25
1929-30
1934-35
1939-40
1944-45
1945-46
1946-47
1947-48
1,504
487
43
1,383|
1,233|
42|
14i
27|
379|
438|
25j
201
5,523
I
4,952
I
1,236|
74|
20|
158|
224|
424|
3851
887|
,731|
,571
681|
741
24lj
323|
746|
6481
I
,659
I
,843|
,540|
,666|
261|
524|
584J
674|
657
t
2,19
3,71
4,21
1,69
1,29
1,24
1,43
1,44
410j
512[
455]
364|
460|
202[
021|
863]
071
634]
524|
741]
8211
15,254]
16,948]
17,599]
17,017]
18,538]
18,432]
1S,359|
18,912]
19,047
492.6
552.4
676.1
741.5
785.7
773.1
767.6
767.7
771.0
NEGRO
1921-22
1924-25
1929-30
1934-35
1939-40
1944-45
1945-46
1946-47
1947-48
1,567
1,002
431 o8V
479
159
66
61
2
1
1,510
North Carolina Public Schools 19
AVERAGE AXM.VL SALAKIKS
A. Teachers (Excluding A'ocationaU
Year
1919-20
20 Biennial Report of State Superintendent
ENROLLMENT AND ATTENDANCE
During- the war years, from 1939-40 to 1944-45, there was a
decrease in enrollment in the public schools. Since 1944-45, how-ever,
there has been a tendency for these figures to increase, as
the following table shows
:
^ORTH Carolina Public Schools 21
««%«?9f ^Hfc
•Ittl
! ^**3
ISToRTH Carolina Public Schools
TEXTBOOKS
23
State purchase and distribution of textbooks began in 1935-36.
Basal books for use in grades 1-7 were made free to pupils in
1937-38. Following the extension of the elementary school to em-brace
the eighth grade in 1945-46, the provisions of the law pro-viding
free basal books were made applicable to the eighth grade
also. Books used in the high school, grades 9-12, are furnished
to the schools under a rental plan. Rental fees are also charged
for supplementary readers used in the elementary grades.
The following tables show the various aspects of the State's
textbook program
:
1935-36
1939-40
1944-45
1945-46
1946-47
1947-48
TEXTBOOK SALES AND RENTALS
Value of Books
The art liour luovidfs (ipiMirliiiMt) iiir individuiil e\|(i'ession
EXPENDITURES
The public schools of North Carolina are supported by State,
county, local and private funds.
The General Assembly, which meets biennially in January of
odd years, makes annual appropriations for support of the twelve
year program for a nine months term on State standards of cost.
These standards include such items as salary schedules for all
school employees, the number of pupils in average daily attend-ance
for the allotment of teachers, the size of the school, and
other budgetary information necessary for the current operation
of the schools.
jNToRTir rARoi>TNA I'tblic Schools 25
state Funds
The following table shows the appropriation expenditures from
the General Fund for various school purposes from 1933-34 to
1947-48:
Fiscal
Year
1933-34
1934-35
1935-36
1936-37
1937-38
1938-39
1939-40
1940-41
1941-42
1942-43
1943-44
1944-45
1945-46
1946-47
1947-48
Fiscal
Year
1933-34
1934-35
1935-36
1936-37
1937-38
1938-39
1939-40
1940-41
1941-42
1942-43
1943-44
1944-45
1945-46
1946-47
1947-48
* Adult
*.
I'a'^lf. napcr and sand arf ndiizfd in a learning; situation
Local Funds
The table below shows expenditures from local county, city and
district sources for recent years. These figures include any
Federal, philanthropic or private funds made available for school
purposes.
ISToKTii Carolina Public Schools 27
n ItHKXT KXI'EXSE PER l»l I'lL
Total and per pupil expense for current operation of the public
schools are shown below:
* Tot(I I
Year Ciirmit Expense
1933-34 $18,296,363.78
1934-35 19,254,098.07
1935-36 23,623,040.79
1936-37 25,550,073.36
1937-38 30,298,465.21
1938-39 30,811,279.03
1939-40 32,044,363.56
1940-41 34,195,797.55
1941-42 a6,684,669.81
1942-43 37,703,709.31
1943-44 46,649,614.69
1944-45 50,088,131.06
1945-46 56,970,455.22
1946-47 70,175,117,83
1947-48 **72,655,102.00
*This total is not exactly same as total State and local funds in tables above since
State funds above include State administrative costs and are taken from another source.
**Estimated.
A.D. A.
2S Biennial Rki'okt of State Sipekintendent
SUMMARY OF EXPENDITURES STATE NINE MONTHS SCHOOL FUND, 1946-47
Classification by Objects and Items White Negro Total
A. State Aid Paid Out Bj Units:
61. (lifneral Control:
611. Salary: Superintendents $ 737,500.32 .$ _. $ 737, 500. 3?
612. Travel: Superintendents 49,962.96 ._ __.. 49,962.96
613. Salary: Clerical Assistants 398,435.13 398,435.13
614. Office Expense—, 59,168.96 59,168.96
615. County Boards of Education 9,932.05 9,932.05
Total General Control $ 1,254,999.42 $ $ 1,254,999.42
62. Instructional Service:
621. Salaries: Elementary Teachers .....$20,947,041.78 $ 9,973,841.88 .$30,920,883.66
622. SalaFies: High School Teachers .... 5,790,933.08 1,531,036.01 7,321,969.09-
623. Salaries :
1. Elementary Principals 914,859.23 258,187.58 1,173,046.81
2. High School Principals 2,083,686.53 572,342.03 2,656,028.56
Sub-Total Salaries $29,736,520.62 $12,335,407.50 $42,071,928.12
624. Instructional Supplies 216,218.31 65,470.38 281,688.69-
Total Instructional Service $29,952,738.93 $12,400,877.88 $42,353,616.81
63, Operation of Plant:
631. Wages: Janitors $ 1,358,153.99 $ 220,608.90 $ 1,578,762.89
632. Fuel 932,017.61 222,572.41 1,154,590.02
633. Water, Light, Power 200,418.19 39,239.99 239,658.18
634. Janitors' Supplies 100,765.14 30,268.56 131,033.70-
635. Telephone 16,163.44 2,067.70 18,231.14
Total Operation of Plant $2,607,518.37 $ 514,757.56 .$3,122,275.93
). Fixed Charges:
653. Compensation: School Employees . $ 9.851.87 $ 2,722.61 .$ 12,574.48
654. Reimbursement: Injured Pupils 6.156.03 1,440.57 7,596.60-
Total Fixed Charges .$ 16,007.90 $ 4,163.18 $ 20,171.08
66. -Vuxiliary Aficncies:
66] . Transportation
1. Wages of Drivers $ 610,686.90 $ 111,851.93 $ 722,538.83
2. Gas, Oil, Grease 418,274.42 81,595.40 499,869.82
3. Salary: Mechanics 663,000.41 75,498.39 738,498.80-
4a. Repair Parts, Batteries 957,806.90 165,392.79 1,123,199.69
4b. Tires and Tubes 399,309.88 64,553.32 463,863.20
4c. Insurance and License 11,719.57 1,763.51 13,483.08
5. Contract 41,689.75 17,659.10 59,348.85-
Sub-Total (1-5) $ 3,102,487.83 $ 518,314.44 $ 3,620,802.27
6. Major Replacement 1.224,225.07 137,813.96 1,362,039.03
Sub-Total (1-G) $ 4,326,712.90 $ 656,128.40 $ 4,982,841.3a
7. Principal's Bus Travel 20,467.35 3,490.33 23,957.68
Total-Transportation $4,347,180.25 $ 659,618.73 $5,006,798.98-
662. School Libraries 136,281.60 27,632.33 163,913.93
Total-Auxiliary Agencies $ 4,483,461.85 $ 687,251.06 $ 5,170,712.91
Total Paid Out by
Administrative Units $38,314,726.47 $13,607,049.68 $51,921,776.15-
B. State Aid Paitl Direct:
Surety Bond Premium 3,587.70'
Total Support of Public Schools $51, 925, 363. 8&
North Carolina Public Schools 29
SUMMARY OF EXPENDITURES STATE MNE MONTHS SCHOOL FUND, 1947-48
Classification by Objects and Items White Negro Total
A. State Aid Paid Out Bj Units:
61. General Control:
611. Salary: Superintendents-- - -$ 835,610.02 ? -- $ 835,610.02
612. Travel: Superintendents 54,887.52 54,887.5^
613. Salary: Clerical Assistants *28,770.72 ^NkoI^
614. Office Expense ^^'?,^^Hl 00^77^
615. County Boards of Education 9,957.73 ^^^^^^-^---- y,yai.<6
Total General Control -$ 1,405,278.30 $ $ 1,405,278.30
*2. Instructional Service:
621 Salaries- Elementary Teachers..-.-$24,792, 387. 38 .$11,693,518.99 $36,485,906.37
622. Salaries: High School Teachers.-. 6,861,461.02 1,845,585.95 8,707,046.97
623.
^'^^Ij'j^^^gj^t^ pj.i„cij^,g 1,060,028.10 289,806.10 1,349,834.20
2 High School Princials „ 2,316,721.18 654,780.8 2,971,501.98
Sub-Total Salaries .- $35,030,597.68 $14,483,691.84 $49,514,289.52
624. Instructional Supplies 219,360.43 73,762.71 293,123.14
Total Instructional Service $35,249,958.11 $14,557,454.55 $49,807,412.66
•63. Operation o( Plant:
631 Wages- Janitors $ 1,377,714.65 $ 252,891.20 $ 1,630,605.85
632 Fulf
•'aniiois.--
'672,244.95 199,046.80 871,291.75
633'. WaterrLight, Power 218,598.62 45,961.87 264,560.49
634. Janitors' Supplies 107,042.41 35,201.54 1^2-243.95
635. Telephone- 18,481.54 2,55o.31 21,036.85
Total Operation of Plant $ 2,394,082.17 $ 535,656.72 $ 2,929,738.89
J* K T*^i\p(i Oh&rffcs*
653.' Compensation: School Employees .-$ 9,318.08 $ 2,160.09 $ 11-478.17
654. Reimbursement: Injured Pupils— 9,556.99 589.00 10,145.99
Total Fixed Charges $ 18,875.07 $ 2,749.09 $ 21,624.16
*e. Auxiliary Agencies:
^^\'^Wages°of Drivers $ 756,519.21 $ 152,358.51 $ 908,877.72
2 Gal on Grease^ 537 302.13 127,503.65 664,805.78
3 Salal-y • 'Mechanics
""".":- 641,465.84 133,403.23 774,869.07
4a Repafr Parts Batteries 624,919.94 148,001.05 772,920.99
4b Tfres and Tubes 189,500.38 37,768.90 227,269.28
4c. In.surance and License 12,338.03 2,170.15 14,508.18
5. Contract 35,676.47 21,786.50 57,462.97
Sub-Total (1-5) $ 2,797,722.00 $ 622,991.99 $ 3,420,713.99
6. Major Replacement"::::::::: 1,224,225.07 137,813.96 1.362,039.03
Sub-Total a-6) —
$
5,207,698.27 $ 1,020,514.91 $ 6,228,213.18
7. Sclpal's Bus TraveYZ:;-- -, 31,066.84 6,045.99 37,112.83
Total Transportation $ 5,238,765.11 $ 1.026,560.90 $ 6,265,326.01
662. School Libraries 133,986.84 34,742.06 168,728.90
Total Auxiliary Agencies $ 5,372,751.95 $ 1,061,302.96 $ 6,434,054.91
Tntal l~*fiifl Out \)V
Administrative Units -$44,440,945.60 $16,157,163.32 $60,598,108.92
B. Stale Aid Paid Direct:
Surety Bond Premium —
Total Support of Public Schools $60,598,1(
II
THE INSTRUCTIONAL PROGRAM
ELEMENTARY SCHOOLS
For purposes of organization the first eight years of the North
CaroHna twelve-year program constitute the elementary school.
Approxiniately 81 per cent of the total enrollment in the pubhc
schools is in these elementary grades, 691,420 in 1917-48. The
number of State-allotted teachers and principals assigned to the
elementary schools in 1947-48 was 19,214 out of a total personnel
allotment for all pubhc school purposes of 24,593. Although the
enrollment and teacher assignments in the elementary school are
far greater than in the high school, there were only 444 classified
elementary principals against 894 classified high school principals.
This difference gives an indication of the number of union schools
in the State with a total twelve-year program, and also indicates
the existence within the State of several very small elementary
schools.
The art «'xliil»it iiresents an opportunity for admiration and appreciation
.'^Vll
'\^
North Carolina PrBLic Schools 31
The curriculum in North Carolina is designed to provide for
individual children, according to their needs and abilities, a bal-anced
experience in reading, language, spelling, writing, arith-metic,
social studies, health, physical education, art, music, and
science. Through these subject areas children are given oppor-tunities
to gain competence in the basic skills and to develop
properly in the important areas of physical and emotional ma-turity
and good citizenship. In adapting and modifying the cur-riculum
to varying community needs, emphasis is directed to the
necessity of planning a total program which promotes maximum
child growth and development.
The North Carolina curriculum is implemented by use of free
textbooks. Library books, supplementary readers, maps and
Globe, (lietioiiary and eiieyclopedia are essential materials of the school
32 Biennial Keport of State Superintendent
globes, art and construction supplies, music appreciation ma-terials,
and other instructional aids are also used in enriching the
curriculum.
Although remarkable progress is evident, there are deficiencies
which persistently challenge the elementary schools:
1. In the curriculum more emphasis is needed on "the problem
approach" in teaching. Children need opportunities to learn and
practice skills in their selection and solution of meaningful acti-vities.
2. Particularly in union schools, principals need more training
and experience in organizing and supervising the program of ele-m.
entary education.
3. Supervision is urgently needed as a means of assisting
teachers with instructional techniques. Only 24 of the 172 admini-strative
units had the services of a supervisor.
4. As soon as possible, the State needs to move into a program
of kindergarten education. Permissive legislation already exists.
5. Library facilities and services need to be expanded.
6. Through a program of special education, greater concern
should be extended to those children who deviate from the normal
average, either mentally, physically, or emotionally.
Maii.v s('li(>t>ls (li the State provide exiierieiioes in iiKitioii iiictiire operation
T"™WlM8f .
^*w!?*^
ryf''
North Carolina Public Schools 33
HIGH SCHOOLS
A study of the North CaroHna schools has revealed that the
central problem in improving the educational opportunities for
North Carolina youth is the small size of most of the high schools.
The curriculum offerings for a large part of the high schools are
limited to the five academic fields: Enghsh, mathematics, social
studies, science and foreign languages. Three-teacher high schools
attempt to offer four units in each of these subject fields, except
for foreign languages in which only two units are offered. Such
a program has been designed primarily for the small group which
will go to college and probably accounts for the tremendous with-drawal
of pupils for whom opportunities are inappropriate.
By careful planning, hmited orpportunities in home economics
and agriculture or industrial arts are possible in four and five
teacher high schools.
In high schools with six or more teachers, it becomes possible
to vary the opportunities to suit the needs and abilities of a
variety of students. The number of high schools with six or more
teachers is increasing from year to year. In 1944-45 43 per cent
of the schools had six or more teachers, whereas for the session
1947-48 there w'ere 514 schools or 53 per cent with six or more
teachers. However, the number of small high schools is still one
of the greatest handicaps to the development of a satisfactory
curriculum. As is shown in the accompanying table the per-centage
of schools offering other than the five subjects mentioned
Sound efinipTiient lias many uses in the learning process
34 Biennial Kkpoht of State Siperintendent
above are as follows : Agriculture, 50 ; typewriting, 50 ; shorthand,
27; music, 15; industrial arts and mechanical drawing, 15; voca-tional
shop and trades, 9 ; art, 5 ; diversified occupations, 3.5 ; and
distributive education, 2.
Only about half of the persons who enter high school graduate
four years later. It has been found that the holding power of the
larger high schools is greater than that of the smaller schools.
In consideration of the limitations of the small high school the
solution to the problem rests in a re-organization of school dist-ricts
so as to make possible larger high school enrollments and
an enrichment in both the common learning and elective programs.
For some years an attempt has been made to emphasize the
courses in agriculture and homemaking, particularly in the rural
schools. In recent years there has been considerable growth in
the number of courses offered in trade and industrial education
and distributive education. Growth in industrial arts has not been
rapid because of the shortage in North Carolina of trained
teachers. There is prospect that more teachers will be trained in
this field and that the State may look forward to expansion in
industrial arts.
Because of the emphasis given to vocational courses special re-ports
are added on these subjects and reports are presented on
five programs which vitally aflfect both elementary and secondary
schools—Veterans Farmer Training Program, Occupational In-formation
and Guidance, School Libraries, the School Lunch Pro-gram
and Resource-Use Education. There is also presented a re-port
of the Rehabilitation Program, which is operated under the
Division of Vocational Education.
JSToRTU Carolina Ptblic Schools 35
>.L.AI1JEU OF HIGH SCHOOLS UY DUMBER OF TEACHEBS, 1947-48
36 BiKNNiAL Report of State Superintendent
JsLMltKK TS TAKIXG VARIOUS SUBJECTS
1947-48
(Prom High ? .hool Principal's Annual Reports)
WHITE NEGRO
Subjects
(Grades 9-12)
No. No.
Schools Students
No. No.
Schools Students
TOTAL
No. No.
Schools Students
English:
English I
English II
English I II
English IV -
Dramatics
Speech .-
Journalism —-
Spelling
Debate and Public Speaking —
Library Science
Language Arts
Misc. (Contemporary
literature, remedial)
^tage Craft
Mathematics:
General Mathematics I
General Mathematics II
Algebra I
Algebra II
Plane Geometry
Solid Geometry —
.
Trigonometiy
Basic- Matlifiiiatics, Arithmetic
College i>i- Aiivanced Algebra
Textile IMatlifinaties
Survey IVlatlicinatics
Consumer Matliematics
'Practical Mathematics -
Social Studies:
Citizenship
World History
United States History
Economics
Sociology
Problems
Geography
Government
Ancient History
Modern History
North Carolina History..
Latin American History
Current History—
International Relations ..
Occupational Guidance ..
Negro History
722
708
693
688
48
29
51
69
4
12
4
1
525
684
368
493
35
37
22
23
1
1
6
1
533
382
629
438
440
46
213
5
9
10
1
2
2
2
10
Science: I
General Science
Biology —
Chemistry 1
Physics I
Sr. Science, Physical Sciences!
Aeronautics _ I
I
Health and Safety: I
Health |
Hygiene 1
Driver Education |
Safety and First Aid i
Physical Education ..
Art, Arts and Crafts
532
1
23
7
618
34
41,214
35,146
26,964
21,646
1,357
714
1,013
6,541
58
210
49
32
25,455
33,620
13,096
12,738
700
767
430
534
24
23
126
17
27,203
13,025
27,805
9,594
9,538
1,269
5,063
465
489
230
13
56
31
90
716
232
225
221
211
15
6
5
20
1
1
202
18
197
75
139
6
181
142
191
139
135
43
52
8
13
32,209
15
677
193
49,610
1,544
135
I
I 2
I
I
I 168
13
12,740
10,715
7,959
5,769
365
112
137
1,261
31
40
11,231
512
8,837
2,803
3,931
145
10,102
5,715
7,216
3,481
3,094
1,170
1,434
226
235
697
197
534
521
ISToRTH Carolina Public Schools 37
]V.l MBER OF HIOH SCHOOL STUDENTS TAKI>0 VARIOUS SUBJECTS
1947-48
(From High School Principal's Annual Reports)
WHITE NEGRO TOTAL
Subjects
(Grades 9-12)
I No. No.
I Schools Students
No. No. I No. No.
Schools Students | Schools Students
Mnsic
I Glee Club, Chorus, Choir, etc.j
Orchestra and Band — |
Music Appreciation |
I
Vocational: I
AKrit'ulture I I
AKi'R'ulture II |
AKriculture III and IV I
Home Economics I _ I
Home Economics II | Home Economics III and IV-
1
Industrial Arts |
Mechanical Drawing
Diversified Occupations
Distributive Education |
Vocational Shop and Trades, |
Sheet Metal, Electricity, etc. |
Printing I
Radio
Cosmetology — -|
Textiles |
1
Business Education: |
(!i'iici-al Business |
Typi-writing I
'1\\ pi'W riting II I
Business Arithmetic |
Elementary I'.(_Hjkkeeping | Advanced Bookkeeping j
Shorthand I 1
Shorthand 1 1 |
Business English
Salesmanship
Business Law
Business Geography
Set Tetarial & Office Practice
Banking
Consumer Economics
Business Machines
Foi-cicii Language:
Frencli T
Fr.'nch II
Latin I
Latin II
Latin III
Latin IV
Spanish I
Spanish II
Spanish III
30
112
84
2
377
358
336
.588
562
346
60
28
22
19
43
5
3
1
1
173
432
331
114
226
IS
242
89
24
8
25
7
13
1
1
1
1,570
6,823
4,273
29
6,985
5,489
4,893
17,918
12,596
4,844
3,194
1,047
550
547
1,198
91
75
77
23
5,979
17,928
6,699
3,536
5.254
241
4,164
892
638
196
527
234
159
5
20
S3
43
18
21
93
93
74
157
152
103
24
2
11
44
25
46
20
23
3,088
1,401
S04
2,294
1,565
1,094
6,006
4,244
2,426
1,294
44
244
1,141
805
1,260
323
688
209
383
93
28
74
18
495
Till' course in typcM rilinij valnaltl*' for personal use or for earee
AGRICULTURAL EDUCATION
What Is Vocational Agriculture? Vocational agriculture is a
course of instruction in high schools designed to prepare boys
for the business of farming and for a happier and more useful
life on the farm ; to give farmers and boys, who have stopped
school, training that will make them more efficient in their life
work, and to make the country a better place in which to live.
What Is Taught? The course of study for the agricultural
pupils is planned to give them a well-rounded education. The
whole work is based on the idea of finding out the needs of the
people who live in the community and then teaching the things
that will help to meet these needs. The fundamental principle
is the getting of an education out of life on the farm.
The agricultural instruction attempts to give the pupil the
fundamental principle underlying farming in that community
and to show how they may be put into practice to secure the
best results. The pupil studies the growing, cultivation, harvest-ing
and selling of crops ; the selection, breeding, feeding, care,
management and marketing of Hvestock ; the production of fruit
;
the soil ; crop rotation ; how to handle machinery and to do the
ordinary repair and construction jobs that arise on the farm
how to avoid or control injurious insects or diseases; and the
keeping of farm accounts and records. The studies are related
to life on the farm and the community becomes the pupil's
laboratory.
:ifri drill in llii 'I I slKip
Boys Learn to Do by Doing. Realizing that a pupil must know
the "how" as well as the "why" of farming, each pupil is re-quired
to do some kind of practical work either on his home farm
or the school farm which enables him to put into practice the
principles learned through instruction. For example, a boy may
be making a study of crops. Then he will be asked to be re-sponsible
for the growing, harvesting and marketing of some
particular crop or crops. He keeps accurate records of his transac-tions
and at the end of the year he is able to tell how much he
made or lost on the crop. Thus definite and practical instruc-tion
in agriculture and farm accounting are brought to the boy
en his home farm.
The Teacher of Agriculture. The teacher of agriculture is on
the job twelve months in the year. This means that a well-trained
man, a graduate of an agricultural college, is in the community
all the time. When school is not in session he spends his time
supervising and helping the boys with their practical work, ad-vising
and assisting the farmers with their various farm prob-lems
and acting as a leader in any movement for the good of
the community.
Everybody In a Community Benefitted. The following per-sons
may secure the benefits of a Department of Vocational
Agriculture when it is introduced into a community:
Vocational agiiciildi I r ^nidiriis study pastures uinltT (lireclion o( the tcaclifr
1. Boys, fourteen years of age and above, who are regularly
enrolled in school.
2. Farm boys, who have stopped school and who feel the need
of instruction and information on farming, may attend
short courses.
3. Farmers who want specific instruction on certain problems
concerning the management of the farm, may attend short
courses. The length of the course, the date and lime of meet-ings
can be arranged to suit the convenience of those at-tending.
4. Veterans who receive training in agriculture.
Kftiistei-fd HfffidiMl liulls owned li.v FFA lio.vs are used for lireedinu' purposes
JSToRTH Caeoliiva Public Schools 41
Partnership Affair. The financial burden of teaching agri-culture
is a partnership afi'air between the State and Federal
governments on the one hand and the local county or community
on the other hand. The State and Federal governments pay
two-thirds of the teacher's salary and the county one-third. The
county furnishes the equipment.
Future Farmer Activities
Following is a report of the State Future Farmers of America
Organization for the year ending July 1, 1948:
I. Organization
Total number chartered active local chapters 39 7
Total number white departments of Vocational Agricul-ture
without FFA chapters -..-
Total active membership in chartered chapters 16,218
Total amount of National dues paid by June 30.. $1,621.80
II. Mt'nibersiiip Distribution and Status
Present distribution of active membership, by degrees:
Total No. of active members holding Green Hand Degree 6,418
Total No. of active members holding Chapter Farm De-grees
9,312
Total No. of active members now holding State Farmer
Degrees — 440
Total No. of active members holding American Farmer
Degrees — 2 4
Total active membership 16,218
Total No. of associate members (local) 10,250
Total No. of honorary members (local).. 3,150
Total No. of honorary members (State) 20
Grand total membership 29,638
III. Leadership
The State Association nominated its full quota of Ameri-can
farmers 13
No. chapters having libraries with 5 or more FFA books 324
No. chapters holding a public-speaking contest 271
No. chapters using accepted form of parliamentary pro-cedure
in conducting chapter meetings 347
No. chapters having definite continuing written program
of work 280
No. chapters issuing news sheets or news letters 112
No. chapters preparing publicity material regularly 260
No. chapters participating in leadership training schools
of conferences for local chapter officers and members
provided by State Association 308
Total member participation— .-- 8,200
No. of chapters that have prepared and given one or more
radio programs. 54
Total No. chapters within the State visited by State boy
officers during the past year 64
No. of Association members attending last National FFA
Convention 30
42 BlEXXIAL liKI'OKT OF StaTE SUPERINTENDENT
l\'. Koi'i-eation
No. chapters that provided supervised recreation 360
Xo. members who participated in supervised recreation
activities 8,202
The State Association owns two camps, White Lake
Camp at White Lake, and Tom Browne Camp near
Barnardsville, N. C.
Length of camping period 11 weeks
No. of members attending State camps... 3,680
No. of chapters represented 274
State Association participated in National FFA Day program
The total project income of North CaroHna's Future Farmers
of America during the past year amounted to $2,408,910.72.
Most of the income which resulted from these projects will be
invested in home and farm improvement programs.
Increased emphasis has been placed upon livestock production,
which farm leaders believe will raise farm living standards. The
total livestock earnings of FFA members last year amounted
to $1,789,190.72 while their field crop income was $719,710.32.
Among North Carolina's older farmers the reverse is true; they
make more money from the sale of crops.
FFA livestock projects during the year included 3,841 beef
cattle, 5,206 dairy cows, 5,815 hogs, 312,784 laying hens, 817,640
broilers, and 8,216 turkeys.
The layers brought in the largest income— -$684,718.12.
Broilers were second at $350,210.98, and dairy cattle third at
$312,781.18.
Field crop projects included 5,218 acres of corn, 1,016 acres of to-bacco,
3,218 acres of cotton, 2,487 acres of small grains, and 1,206
acres of truck crops. Corn was the leading income producer,
CImm'Ks arc prcst'iiti'il to FFA Avinncrs in (lie State Siipprvised Practice Contest
^^^^^^1
ISTOKTII CaIUJLINA PfBLIl' SciIOOLS 43
bringing the young: farmers a total of $254,651.06. Tobacco was
second at $176,482.12, and cotton was third at $128,862.08.
New Farmers of America
During the past year the North Carolina Association of New
Farmers of America has made a fine record. Chief among these
is the fact that the members have done pioneer worl^ in getting
beef cattle started on Negro farms. In November, 1916, the
program was started with eight Sears' bulls. Now there are
over 300. The livestock show was one of the largest attended
shows ever conducted in the State with over 2,000 present. This
livestocl •(i\c !ii>lriifli(!ii (111 >\Miit' iii;iii;i:;ciiii'ii!
of the program in the local community. The regular teacher of
agriculture must have one assistant teacher for each 18 to 20
veterans enrolled.
The length of the training program for each veteran enrolled
is from one to four years, depending on : (1) Length of entitle-ment
granted the veteran by the Veterans Administration; (2)
Past experience and training; (3) Progress made in training and
farming.
In order to participate in this training program, the following
qualifications must be met:
1. The veteran must have complete control of the operation
of the farm through ownership, lease, management agree-ment,
or other tenure arrangement which fully protects the
veteran.
2. The farm must be of sufficient size and suitability for full-time
instruction in all farm management operations neces-sary
to the particular type of farming selected and the op-eration
of the farm together with the course of training
must occupy the full time of the trainee.
3. The size and quahty of the farm must indicate that it will
be sufficiently productive to insure the trainee a satisfac-tory
income under normal conditions at the conclusion of
the training program.
4. The trainee must:
(a) Spend a minimum of 200 hours per year attending
classes of organized instruction conducted by the
teacher of agriculture or his assistant.
A vf'teiaii develops piaclieal fariii sliop skills uinUr supervision oi instructor
(b) Be engaged in full-time farming, including the time
spent in organized instruction and on-the-job instruc-tion.
(c) With the assistance of the teacher and his advisory-committee
prepare a home and farm plan, including
financial statement, budget of income and expenses^
schedule of production and disposal of crops, Hvestock
products, inventory of livestock, equipment and sup-plies,
and statement of family living furnished by the
farm.
5. In addition to the organized instruction the teacher must
visit each trainee on the farm at regular intervals for a
minimum of 100 hours per year and not less than two visits
per month for the purpose of giving the trainee instruc-tion
and assistance in planning and managing the operation
of the farm and for the purpose of relating the institutional
instruction to the carrying out of the farm and home plan.
Instruction is based on the type of farming most profitable
in the area and the skilh needed in carrying out the individual
farm plans. Farm management, farm mechanics, crop and live-stock
production, and soil conservation are the main units of
instruction given.
NoKTir Oakolina Public Schools 47
Records of the achievements of each trainee are kept by the
assistant teachers as a basis for making an annual appraisal of
his progress in the training program. Each trainee is required
to make satisfactory progress in order to continue in training.
The following are a few of the new accomplishments of the
24,000 veterans enrolled during the year 1948:
A( ( OMPl.lSHMENTS OF TRAINEES
Practices Numher Xo. of Veterans
Participatinff
Purebred milk cows acquired 2,256 1,332
High grade milk cows acquired 14,080 8,713
Purebred beef cattle acquired 1,249 569
High grade beef cattle acquired 3,863 1,320
Certified baby chicks brooded 1,988,396 13,499
New permanent pastures sown, acres.... 30,405 7,483
Terraces constructed, feet 9,214,678 4,045
Land Reforested, acres 3,039 445
Adapted hybrid corn grown, acres 101,359 13,491
Lawns, prepared, fertilized and seeded,
square yards 3,012,077 2,816
Dwellings painted outside 4,249 4,249
Dwelhngs painted inside 8,468 8,468
Running water installed in home 1,737 1,737
Bathrooms installed 1,271 1,271
Dwellings wired for electricity 7,390 7,390
Food canned, quarts 4,362,187 19,712
Meat cured, pounds 11,030,865 19,104
Changed from renter to owner 980 980
HOMEMAKING EDUCATION
Homemaking education in the high schools of North Carolina
attempts to prepare the individual for effective home living. The
areas included in the curriculum are food and nutrition, clothing,
family economics, housing, health, family relations and child
development. Emphasis is given throughout the instructional pro-gram
on health, relationships, management of resources—time,
energy and money, creating and appreciating beauty, democratic
ways of working together, as well as the mechanics of house-keeping.
"^ '%IK.\MAI. liKPOKT OF StATE St I'KKIXTENnENT
librarians in the elementary schools continue. At the present
there are 388 trained elementary librarians, 50 of whom are em-ployed
full-time. The practice of employing one librarian to serve
several elementary schools is being encouraged until such time as
personnel and additional funds for full-time people in larger
schools are available. Of the 2,877 schools reporting libraries in
1947-48, there were 1895 in which some teacher was charged with
the responsibility of the library. Of this number, 179 were full-time
hbrarians with some training in library science, 651 were
part-time librarians with some training in library science, and
1,065 were without any training in library science.
PERSON NKI. WITH KOMK LIHHAHY TRAINING
INToRTH Carolina Pvblic Schools 67
ping the School Library," Pubhcation No. 257, has been used
widely in planning for new schools and in the renovation of
libraries in old buildings.
Expenditures for libraries are derived from local funds, county
or school funds, State school fund for maintenance and from
rental fees collected by the Textbook Division. National standards
recommend an annual expenditure of $1.50 per pupil for keeping
the library collection up-to-date and in order. The State average
is one-half of this recommended amount. Expenditures continue
to increase, with the result that more adequate library collections
are made available to our boys and girls.
Year
EXPENDITURES FllOM STATE SOURCES
f^'tate »s'r7)oo/ Finid 'I'l.rfhook Dirision
1931-32*
1935-36
1939-40
1944-45**
1945-46
1946-47
1947-48
5 25,308.69
24,108.74
47,503.71
118,521.69
116,656.22
163,923.93
168,728.90
$-
= 4.180.12
135,546.10
135,990.95
178,891.70
125,837.10
*First year of Stato (.'ifiht-mon-th scIiimiI fund.
**Second year of State nine-month school fund.
***Only elementary schools jiarticipated.
A well rounded proKiiiin oi lil)rarj sserviee includes audio-visual materials
68 Biennial Report of State Superintendent
Year
1929-30
1984-35
1939-40
1944-45
1945-46
1946-47
1947-48
TOTAL, EXPENDITURES FOR SCHOOL LIBRARIES
Negi'o
$-
White
98.729.4S
2:36 551.93
368,520.63
410,733.45
519,870.44
627.210.86
14,017.35
31,977.84
74,679.03
79,789.80
117.016.22
134.382.21
Total
Expenditures
$128,441.55
112,746.83
268,529.77
443,199.66
490,523.67
630,886.66
761.593.07
Average
Per Pupil
$ .32
.17
.40
.64
.69
.83
.94
The supply of books for children and young people has increased
with the availability of material and labor, but prices continue
high. Classics are now being reprinted in many attractive edi-tions
and the new titles are beautifully illustrated and well bound.
There have been approximately 370,000 books added each year of
the biennium and about 150,000 discarded because they were worn
out or outmoded. National standards recommend a minimum of
live books per pupil; in 1947-48, the State average was 4.7 per
pupil based on average daily membership.
({("I'l-oiicc woi-k is an iiiioitant liiuai-v acthity
North Carolina Ptblic Schools 69
NUMBER OF LIBRARY BOOKS OWNED
70 BiEN.xiAL Kkport of State Superintexdext
action, teacher education, and individual schools by bringing re-source
speciahsts, educational leaders and laymen together in
planning and developing means for the improvement of living and
the enrichment of school programs.
Many representatives of the agencies on the Commission have
assisted in conferences, workshops and courses to help define the
specfic things which need to be done to use the natural, social and
human resources more adequately and to help in the total de-velopment
of the State and the local communities.
What Is Resource-Use Education?
Eesource-use refers to how man draws on his environment
—
natural and social—to meet his life needs. These needs include
such basic things as employment, food, shelter, clothing, and
recreation. Such things as schools, churches, clubs, government,
industries, transportation, communication, and other services
represent social resources designed to help people meet their
needs. Natural resources, such as soil, water, sun, plants, animals,
and minerals are the raw materials upon which man must draw
to meet his needs. What is more, the technical skills and informa-tion
required to manage and harvest the natural resources, and
the attitudes of the people toward the resources are important
parts of the culture of any region.
People—the human resources—are, of course, the most im-portant
resources in any region or country and their needs should
be paramount. People can be wasted and eroded just as are soils,
or they can become valuable assets in a growing community and
their lives can become enriched through expanding opportunities.
Therefore, Resources-Use Education is the means by which people
are trained to use and develop the natural resources through the
application of the best known technical skills and information, to
fulfill their needs and those of their neighbors, their community,
their nation, and their world.
Resource-use, then, becomes a trinity—the devoloping of na-tural,
social, and human resources in a unified pattern of planning
and development. One resourse develops simultaneously with the
others. Plants and animals are produced for the benefit of people
;
people are educated to the inter-relationships of their environ-ment
and develop and conserve resources while using them ; insti-tutions
are strengthened by rededicating themselves to the serv-
North Carolina Public Schools 71
ices of mankind and the perpetuation of the resources on which
all civilization and living depends.
Countries rich in resources have often failed to achieve great-ness
because they lacked the skill and information necessary to
develop their resources ; but more important, they lacked the de-sire
to manage their resources for the improvement of their
country and people.
The story of the farmer who objected to his son's new ideas
from school on how to improve his farming by saying, "That's all
right, son, I am not using half the information I have now," ap-plies
to people everywhere. Knowing that it isn't right to throw
lighted matches or cigarettes out of cars is valuable only if there
is a strong desire not to do it which prevents it from happening.
Where and Who Should Teach Resource-Use?
With the resource-use concept as large and important as de-scribed
above, it would be difficult to compartmentalize it into any
grade, subject, or department. It becomes the property and re-sponsibility
of all, particularly the administrators and community
leaders whose responsibility it is to see that education has a
clearly defined and important objective. A part of that objective
—
and to some people the most important part—is that of developing
citizens who understand the problems and opportunities of their
community, state, and nation ; who are equipped to manage and
develop its three types of resources, and who have a militant de-sire
to see that all resources—human, social, and natural—are
intelligently used.
How Should It Be Taught?
English, history, science, social studies, mathematics, agricul-ture,
homemaking, health teachers, and others all have a contribu-tion
to make. Courses of study are usually designed to assist them
in reaching the objective described. Frequently, however, they
are bogged down with the mechanics of teaching the subject and
lose the emphasis needed to make the information appHcable to
the important problems of individuals, communities, and nations.
Resource-use, therefore, becomes an emphasis which streng-thens
our educational objective; at the same time it enriches our
teaching with pertinent, interesting, colorful, and dynamic subject
matter. Frequently these are lost when the information must be
72 HiK.wiAL Report of State Superintendent
closeted in national texts. This places a premium on such resource-ful
teaching techniques as films, observations, field excursions,
demonstrations, community surveys, experiments, group discus-sions
with resource people, and local sources of materials, reports,
and facts.
Classroom and school projects which are problems-centered
around important needs of people and communities then become
the focal point around which texts, references, filmxs, and trips can
be centered. Children learn to work in smaller groups, leadership
emerges, interest is heightened by a spirit of research, and the
scientific method becomes a reality and an important tool for
learning.
Area Centers Formed
Since teachers needed specific help in learning how to incor-porate
resources-use education information and techniques into
the school program, area centers were established at eight col-leges
to develop the program in their immediate service areas. A
faculty committee and an area committee, composed of repre-sentatives
of resource agencies, guide the area program.
The teacher-training institutions serving as area centers
are: Appalachian State Teachers College, Elizabeth City State
Teachers College, East Carolina Teachers College, North Carolina
College, Shaw University and St. Augustine's College (serving as
one unit). The Woman's College of the Greater University of
North Carolina, and Western Carolina Teachers College. Each
center has from eight to twenty-five schools serving as Partici-pating
Schools to try out various aspects of Resource-Use Edu-cation.
The principals and teachers of these schools meet with the
Faculty and Area Advisory Committee regularly to develop the
area programs.
These area programs consist of conferences for the school per-sonnel
in the immediate vicinity, summer workshops in resource-use
education, courses at the colleges and in county centers, and
special consultation and help for the Participating Schools.
Five resource-use education workshops were held during the
summer of 1948 with an enrollment of 277 teachers and admini-strators.
Such workshops will be held again in the summer of 1949.
Numerous area conferences and institutes have been held at
the Area Centers throughout the year for teachers-in-service.
North Carolina Public Schools 73
Some emphasis is being- given to resource-use eduation at the pre-service
level at most of the centers.
State-Wide Projects
An annual State-wide conference on resource-use education has
been held where resource specialists and educators evaluate the
program and develop plans for the future.
A State Directory of resource agencies has been prepared to
assist teachers and administrators in better understanding the
services and assistance available from the agencies.
A series of radio programs and a film on the resource problems
and opportunities for development in the State are being planned
cooperatively by the members of the North Carolina Resource-Use
Education Commission.
A series of resource bulletins on welfare, health, recreation, in-dustry,
agriculture, soil conservation, water, forestry, wildlife, and
minerals is being developed by the various resource agencies for
particular use in the school program.
City and county conferences and workshops on resource-use
education will be continued, which will assist teachers in develop-ing
plans for classroom activities and school projects.
VOCATIONAL REHABILITATION
The Division of Vocational Rehabilitation provides services for:
1. Voccational re-establishment of persons with employment
experience who become vocationally handicapped as a result
of a permanent physical and/or mental disability ; or
2. The establishment in remunerative occupations of persons
without employment experience who are disabled, and whose
normal opportunity for employment is materially affected by
reason of such a disabihty ; or
3. The retention in suitable employment of disabled persons
who are or may reasonably be expected to become voca-tional
handicapped in such employment.
The services which may be provided are
:
1. Medical examination in every case to determine the extent
of disability, to discover possible hidden, or "secondary,"
disabilities, to determine work capacity, and to help de-termine
eligibility—at no cost to the individual.
74 Biennial Report of State Superintendent
2. Individual counsel and guidance in every case to help the dis-abled
person to select and attain the right job objective—at
no cost to the individual.
3. Medical, surgical, psychiatric, and hospital care, as needed,
to remove or reduce the disability—public funds may be used
to meet these costs to the extent that the disabled person is
unable to pay for them from his own funds.
4. Artificial appliances such as limbs, hearing aids, trusses,
braces, eye glasses, and the like, to increase work ability
—
these also may be paid for from public funds to the degree
that the individual cannot meet the cost.
5. Training for the right job in schools, colleges, or universi-ties,
on-the-job, in-the-plant, by tutor, through correspond-ence
courses, or otherwise, to enable the individual to do the
right job well—at no cost to the disabled person.
REHABILITATION
IN PROCESS
1000 ClievAs- ^^
PEhABILITATED
1941-2
1945
1944
1945
1946
1947
1946
!N^OKTH Carolina Public Schools 75
6. Mainteance and transportation for the disabled person, if
necessary, while he or she is undergoing treatment or train-ing—
these expenses may be met from public funds, depend-ing
on the person's financial inability to take care of them,
7. Occupational tools, equipment, and licenses, as necessary, to
give the disabled person a fair start—these may be paid for
from public funds to the extent that the person is unable to
do so.
8. Placement on the right job, one within the disabled person's
physical or mental capacities and one for which he has been
thoroughly prepared—at no cost to the individual.
9. Follow-up after placement to make sure the rehabilitated
worker and his employer are satisfied with one another—at
no cost to either party.
The services are not necessarily provided in the order listed
above. Several may be given at the same time. Some disabled men
and women may require the full range of services; others may
need only one or two. In every instance, the services are provided
in accordance with careful analysis of the individual's needs and
all are directed toward a suitable job goal.
For administrative purposes the State is divided into the West-ern,
Central and Eastern Districts, with district offices located at
Charlotte, Raleigh and Greenville. There is a district supervisor
in charge of each of the district offices. Local offices are located
at Asheville, Salisbury, Winston-Salem, Greensboro, Durham,
Raleigh and Wilmington. There are a total of twenty-six coun-selors
working out of the district and local offices. These coun-selors
visit, interview and arrange services for the disabled in
every community in the State.
Any resident of North Carolina sixteen years of age or over
Vvho is physically or mentally disabled, whether congenital or
acquired by accident, injury or disease, and who is totally or
partially incapacitated for remunerative employment is elegible
for rehabilitation services.
The eligible client, in order to be feasible of rehabilitation, must
have or be able to attain : Physical abihty enough to work ; men-tality
and education sufficient to learn and hold a job ; adequate
emotional stability and willingness to work ; and aptitude to attain
a marketable skill or service. Each client is given a general medi-cal
examination, and an examination by a recognized specialist if
76 Biennial Report ok vState Sipkrixtendent
indicated. The key to all rehabilitation work is the recognition of
one cardinal principal, namely: very few jobs require all human
faculties. Therefore, it is a problem of fitting the abilities of the
individual to the requirements of a job. It is a problem of placing
a man according to his abihties—not rejecting him because of his
disabilities.
The fundamental services of counseUng, guidance, training and
placement are available to every client. The equally basic service
of furnishing training supplies, placement equipment, occupational
licenses, transportation, maintenance, prosthetic devices, and
physical restoration are available on an economic needs evalua-tion.
When a person has been given a part or all of the above services
to the end that he has a permanent job with a self-supporting
wage, his case is closed as rehabilitated. 2,412 persons were closed
rehabilitated in 1948 at an average cost of $325.62 per person. It
is evident that it costs less to rehabilitate a person for life than
it does to maintain him at public expense for 12 months.
CASK STATIS AND EXPKMU
North Carolina Public Schools 77
All costs have increased during this period. Some services have
increased to an alarming degree. This will of course operate to
limit the number of persons served, as there is little hope that ap-propriations
from the State and or Federal level will be increased
rapidly enough to cope with increased demands for services and
phenomenal increases in the cost of such services at the same
time.
At the present time the Division is actively working with 4,497
physically impaired persons.
Ill
RECOMMENDATIONS
When I first took office, October 24, 1934, it will be recalled that
the second year of the eight-months term program supported in
the main from State funds was in operation. For the support of
the schools that year an appropriation of $16,000,000 was made
by the General Assembly of 1933. This sum plus $3,254,098 from
other sources was the total amount expended for the operation of
the public schools during 1934-35. Since that year each subse-quent
General Assembly has further increased the appropriation
for the State-supported school term.
These annual appropriations for the support of the regular term,
for vocational education and for the purchase of school buses are
as follows:
Vocational
Year UefiuJar Term Education **Buses
1935-36 $20,031,000 $ 146,000 $......
1936-37 20,900,000 160,000
1937-38 24,396,367 264,200
1938-39 24,986,160 264,200 ....._
1949-40 25,941,313 325,000
1940-41 27,000,000 350,000
1941-42 28,158,324 600,000
1942-43 29,454,233 710,000
1943-44* 37,062,874 919,055 650,000
1944-45 38,140,941 919,055 650,000
1945-46 41,360,374 1,112,026 1,338,764
1946-47 41,997,738 1,257,427 960,000
1947-48 58,955,724 1,523,763 2,109,500
1948-49 60,412,957 1,523,763 1,740,000
Nine-month's term begins. **Included in Regular Term until 1943-44.
In addition to this increase in State funds for the support of
public schools, the following other improvements in child oppor-tunities
have been provided during this period
:
1. A rental system of textbooks was inaugurated in 1935-36.
Basal books for use in grades 1-7 were made free in 1937-38.
This provision was extended to grade 8 in 1945-46. The rental plan
was continued for grades 9-12.
2. A State retirement system was inaugurated in 1941. This
system, one of the best State systems of the nation, covers all
State employees including public school personnel.
XoRTH Carolina Ptblic Schools 79
3. Provision was made also in 1941 for the change-over from
an eleven-grade system to twelve grades to begin in 1942-43. This
program is now in full operation.
4. In 1943-44 State support was extended to a nine months
school term.
5. The 1945 General Assembly raised the upper limit of the
compulsory attendance age from 14 years to 16 years.
6. In 1942 the people voted favorably upon an amendment to
the Constitution which provided for one State administrative
agency, the State Board of Education, to replace the ex-officio
State Board of Education, the State Board for Vocational Educa-tion,
the State Textbook Commission, the State School Commis-sion
and the State Board of Commercial Education.
7. With the biennial increase in funds the salaries of teachers,
white and Negro, have been equalized, and greatly increased. The
average teacher's salary has increased from $561.29 in 1934-35
to more than $2,000 in 1947-48. Recognition has also been given
by the State salary schedule to one year of training beyond col-lege
graduation.
8. A school lunch program was inaugurated in 1943-44 with the
participation of 549 schools. This program now includes approxi-mately
1400 schools.
These are simply a few of the highlights of progress in public
education since 1934. Sections I and II of this Report indicate in
more detail this improvement. I have recited these specific ad-vancements
as a preview to the following recommendations which
I am submitting for consideration in the further improvement of
educational opportunity for the youth of this State.
These recommendations are all based on the assumption that
they are essential to the proper education of the child. Funda-mentally,
each of these suggestions is also predicated upon the
need of more money with which to meet the educational needs
of our children.
1. Teacher Welfare.
Shortage. Children are now being taught by fewer teachers
with college training than some years ago. In 1941-42 93.8 per
cent of State-allotted white teachers had four or more years of
college education. This percentage dropped to 82.33 in 1947-48.
Stated another wav, in 1941-42 there were only 1,022 teachers
80 BiKXMAi. Kki'okt ok State Sipekixtendent
with less than four years of college education, whereas in 1947-48
the number had increased to 2,809.
County units employ a larger percentage of less quahfied
teachers. In 1940-41, 90.3 per cent of the white teachers in county
units had four or more years of college education. This percent-age
dropped to 75.5 in 1947-48. In the city units, on the other
hand, 97.1 per cent of the white teachers had four or more years
of college education, which had dropped only 2 per cent to 95.1 in
1947-48.
There is also a shortage of men teachers in the public schools.
Except for the recent war period, when only 7.5 per cent of North
Carolina teachers were men, there has been a consistant down-ward
trend in the per cent of men teachers in the white schools.
A few selected years show these percentages to be: 1904-05, 36.6
per cent; 1914-15, 21.8 per cent; 1924-25, 16.3 per cent; 1935-36,
14.4 per cent; 1944-45, 7.5 per cent; and 1946-47, 10.6 per cent.
North Carolina superintendents report an annual need for 1,515
new elementary and 1,000 new high school white teachers. In
addition to the replacements of this annual need, there is also the
need for more new teachers to decrease the teaching load.
Supply. The enrollment in the colleges of the State is at the
peak, which is approximately 50 per cent above that of 1940-41.
The teacher output for the elementary schools, however, for this
year is substantially less than it was in 1940-41. In 1940-41 the
senior colleges for white students graduated 647 elementary
teachers. These same colleges graduated only 257 elementary
teachers in 1947-48. The teacher situation will continue to grow
worse until there is a substantial increase in the output of teachers
for the elementary schools.
In order to improve our present teacher situation and thus
also improve the quality of instruction, especially in the ele-mentary
schools, I am making the following suggestions:
(1) Additional Teachers. There is a great need for more teach-ing
positions. Presently employed teachers have far too many
children for adequate instruction. The basis for allotting teachers
should be reduced to 30 pupils in average daily attendance as soon
as possible. In order to bring about this reduction additional funds
will be necessary.
(2) Sick Leave. To protect the health of both teachers and
principals, sick leave with pay should be authorized for teachers
North Carolina Public Schools 81
as is now the case for other State employees—ten days per year.
(3) Payments. Authorization should be granted to the State
Board of Education to provide for the payment of all State-allotted
teachers in ten equal monthly payments under such rules as the
Board may prescribe.
(4) Increase in Salaries. Qualified teachers should receive ade-quate
salaries. No single factor will do more to improve the
schools and to supply them with well qualified teachers than ade-quate
compensation. Teaching cannot become a profession until
it becomes a life career for those who engage in it. It cannot be-come
a life career until the compensation is adequate and on
a par with other professions. And our children will not receive
adequate instruction until we can secure an adequate supply of
qualified teachers.
Therefore, we should raise the salaries of those who teach our
children. For the beginning teacher holding a Class A Certificate
the minimum should be $2,400 with a maximum of $3,600 for
the teacher with 12 years experience. A maximum of $3,900
should be set up for the teacher with a Graduate Certificate.
(5) Housing. In numbers of places it is difficult for teachers to
find rooms and boarding places. This fact is a deterrent in the
securing of good teachers in many of our rural districts. Where
such conditions exist, consideration should be given by local au-thorities
to the possibility of erecting teachers' homes. The cost of
constructing a teacherage could be liquidated over a period of
years. And by the addition of such housing facilities, the teacher
employment problem would be greatly improved, in my opinion.
(6) Recruitment. Along with consideration given to the
above-named problems, there should be inaugurated a program of
teacher selection and recruitment. Measures should be taken to
increase the support from our colleges of elementary teachers.
In order to encourage more of our boys and girls to enter the
teaching profession, I believe that the State should set up a
scholarship fund to aid worthy and promising young people to
prepare themselves for teaching.
2. Supervision of Instruction.
Supervisory instructional leadership in our schools should be
provided on a State-wide basis. At present there are 28 persons
employed in 25 of the 171 administrative units. An adequate pro-
82 BiK.N.MAL Report of State Slpekintexdext
gram of supervision to coordinate and unify the instructional
effort in all our schools should be provided, if we are to reap the
full benefit of the money which we invest annually in the educa-tion
of our children. The sum of $575,000 has been requested by
the State Board of Education to provide this essential service. I
hope that the General Assembly will include the funds requested
in order that the maximum worth of the money spent for in-structional
service may be more nearly realized.
3. Attendance Workers.
School attendance is compulsory for all children between the
ages of seven and sixteen. Because there is no effective program
of enforcing the law, however, many children who should be in
school are not enrolled. Many other children enroll but absent
themselves without reasonable excuses and thus aid in rendering
not only their own instruction ineffective, but also affect ad-versely
the work of children who attend school regularly.
At present 66 of the 171 administrative units have attendance
workers paid from local funds. The remaining 105 units rely upon
the welfare superintendent for attendance work. Since these of-ficials
have full-time jobs, their work in connection with school
attendance is limited and meagre. Then, too, they work under the
direction of the State Board of Pubhc Welfare, and so naturally
perform duties in connection with their field unless specifically
requested to handle attendance cases in accordance with the law.
Attendance work and welfare work should be divorced, if each
is to be done on a satisfactory basis. The 66 units that employ
attendance workers have found this to be true. We need under
school administration an adequate State-wide program of com-pulsory
school enforcement. Attendance workers are needed for
(a) taking and keeping up-to-date a continuous school census, (b)
seeing that the school attendance law is observed, (c) reporting to
other school units when children move, and (d) working with
teachers, pupils, and parents to improve the enrollment, attend-ance,
holding power, and pupil progress in the local school units.
For the employment of such workers the State Board of Edu-tion
has requested a total of $424,800 annually. A request
for $9,300 has been made for setting up an office on the State
level to give direction to a State-wide program of school attend-ance.
I urge the General Assembly to provide the funds with
North Carolina PrBLir Schools 83
^which to inaugurate this program in order that greater instruc-tional
efficiency may be provided by the public schools.
4. Child Health Program.
The State of North Carolina by its support of a Good Health
Program recognizes the importance of health as a prime factor in
the progress of its people. This program, however, was not set
up to administer to all health needs, it being largely a hospitaliza-tion
program.
Recent surveys show that there is a great need for a health
program for school-age children. Approximately 90 per cent of
all school children have one or more physical defects. Many of
these defects are remediable, but remain uncorrected because
parents are unable to pay for medical or dental services and or be-cause
they are not educated as to the importance of correcting
such defects. There is also a great need for a practical program
of health education, where demonstrations of health benefits
may be presented and where information of all kinds about sick-ness,
diseases, nutrition, safety, and other aspects of health may
be taught.
The State Board of Education has requested that an annual
appropriation of $550,000 be made for a Child Health Program.
The general purposes of such a program will be
:
(1) To employ personnel on the local level to assist in the ad-ministration
and conduct a program of health, physical education
and safety.
(2) To purchase materials of instruction for health, physical
education and safety for distribution to the schools.
(3) To provide funds for the in-service training of persons who
will work in the fields of health, physical education and safety.
To my mind, there is no more worthy cause than that envisaged
by this Program. It will complement the State's Good Health
Program. It will enable the schools to render a better service to
the children of the State, both physical and mental.
I hope, therefore, that this General Assembly will give serious
consideration to the establishment of this service as a permanent
part of the State's public school program.
5. Special Education.
The General Assembly of 1947 provided for the establishment
of a Division of Special Education in the Department of Public
Instruction. Chief purpose of this Division is working with
84 Biennial Keport of State Sipekintendent
teachers and institutions in meeting the educational needs of
handicapped children. This Division has been set up, but aside
from the support of the State office no funds were appropriated
for carrying on the work on the local level where the actual needs
have been found. To implement this program, funds must be pro-vided
or authorized. I wish to recommend, therefore, that the
law be amended giving the Board authority to allott funds for
a program of Special Education in accordance with such rules and
regulations as the Board may prescribe.
6. Buildings.
One of our greatest needs is more adequate provision for com-fortablee
and well-equipped school buildings in which to house our
children. Surveys recently made indicate that more than $150
million in school buildings, construction and modernization is
needed to bring our facilities up-to-date. Great inequalities exist
among the counties in the provision of such facihties. Many
schools are lacking in space for libraries, lunchrooms, health
clinics, recreation facilities, music and dramatic arts, and for
science and vocational education. There are many schools that
have no facihties for washing hands and for modern toilet facili-ties.
Many school buildings also are now obsolete, lacking facilities
for modern education and community needs. They are in a poor
state of repair, dark, dirty and unsafe, and should be abandoned.
Even with the use of these obsolete and inferior buildings and
classrooms, there is not sufficient space to accommodate present
enrollment. Many classes are being held in such improvised areas
as auditorium balconies, gymnasiums, libraries, dark basement
rooms, storage rooms, temporary shacks and old rented residences.
There has been very little school construction since 1940.
Studies show a need in every county for additional facilities to
take care of present enrollments and the additional classroom space
needed for the additional teachers that will be allotted next year.
At least $100 million of the total need is urgent and immediate.
Many counties, however, cannot finance their urgently needed
plant programs from local sources. Studies show that 72 of the
100 counties do not have sufficient borrowing power, based upon
a limit of 5 per cent of the assessed valuation for school bonds,
to provide for their immediate needs. State financial assistance
should be provided, therefore, for the construction of needed
schoolhouse facilities.
Worth Carolina Public Schools 85
The State Board of Education has requested that $50,000,000
be appropriated to aid the counties in providing such facihties.
This is an emergency request. I strongly urge the General As-sembly
of 1949 to grant this request in order that many of our
children now in school will not be denied adequate housing facili-ties
and an adequate educational opportunity.
7. Junior Colleges.
North Carolina colleges enrolled 47,071 students during 1947-48.
or more than 3,000 above the 1946-47 college enrollment. More
than 41,000 of this number were in senior institutions, with 23,-
470 of this number in State-supported institutions.
The State does not operate any institutions on the junior col-lege
level. There are, however, two public-supported institu-tions
of this kind now being operated—Asheville-Biltmore and
Wilmington College. These two institutions enroll 442 students.
In addition there are six off-campus centers which have a total en-rollment
of 473 students.
In view of these facts I believe the time has come when we
should give consideration to the establishment of several State-supported
instiutions on the junior college level. California has
had a system of junior colleges for several years, and a number
of other states provide this type of institution. The development
of such a program in North Carolina would contribute balance to
our system of public education. It would make it possible for
parents to save on college expenses which are rising, since many
students could remain at home and attend such an institution.
The State would save in that fewer dormitories at State institu-tions
would be needed. And many students not now receiving
any college education would have the opportunity of obtaining
the basic two years college training ordinarily offered in all senior
colleges.
It is the business of public education to meet the needs for edu-cation
whatever those needs may be. We have come to the time
when we have got to consider the need for greater educational
facilities. I recommend, therefore, that a commission be provided
to study this whole field and report its findings to the next Gen-eral
Assembly for such action as may be necessary and desirable.
8. Regional Education.
On February 8, 1918, the governors of Georgia, Florida, Mary-land,
Louisiana, Alabama, Mississippi, Tennessee, Arkansas, Vir-
86 Biennial Report of State Superintendent
ginia, North Carolina, South Carohna, Texas, Oklahoma, and
West Virginia entered into a compact relative to the development
and maintenance of regional services and schools in their respec-tive
states in the professional, technological, scientific, literary
and other fields. It is the purpose of this Compact to provide
greater educational advantages and facilities for the citizens of
these several states.
This Compact was signed by these governors subject to the ap-proval
of the legislatures of their respective states. I had the
honor of representing Governor Cherry at the several meetings
of the conference of governors when the Compact was drawn up.
I strongly support its purposes and in order to make it binding,
I urge the North Carolina Legislature to give its approval to it
at its 1949 session,
9. Federal Aid.
The Senate of the 80th Congress passed a Federal Aid to Edu-cation
Bill. This Bill, however, failed to come before the lower
body of that Congress.
There is now before the present Congress a bill, S. 246, which
is similar in most respects to the bill which failed to be enacted
into law by the 80th Congress. I favor this bill and I believe it
has a good chance of being enacted into law by the Congress now
in session.
The question of Federal aid to the states for public education
has been studied for many years. There is strong support for en-actment
of legislation that will provide such aid to the states.
Many people, who formerly opposed it, now favor the bill now be-ing
considered. It appears to be the best solution of the problem
now facing many states in financing their respective public school
programs. The lack of suflflcient funds with which to operate an
educational program that will provide greater equality of edu-cational
opportunity affects the welfare of the Nation as a whole.
In order to help convince the members of Con^'ress that Federal
Aid is necessary, however, the leaders of this State should get
behind the eff'orts of those now presenting" the proposed program.
I believe it would help if the members of the 1919 General As-sembly
would collectively and individually let our representatives
in the present Congress know that they, too, are in favor of pro-viding
Federal funds for equalizing the educational opportunities
in the public schools without Federal control.
North Carolina Public Schools 87
10. Staff Additions.
Finally, I wish to call attention to the need for additional per-sonnel
on the staff of the Department of Public Instruction.
Through the use of privately donated funds we have recently
added a person in the field of safety education. We have also for
two years supported a program of resource-use education with the
aid of funds provided by the General Education Board. Since
support of these two projects expire at the end of this fiscal year,
I recommend that State funds be provided for their continuation.
I wish to request also that funds be provided for the employ-ment
of additional State supervisors of music, attendance, science
and mathematics, and for Negro elementary schools. The present
staff of State supervisors is not adequate to render the various
services they are called upon to give to the schools in these special
fields. In this connection I might state that there are now em-ployed
in the field of vocational education, a program supported
in part by Federal funds, a greater number of personnel than for
the remainder of the public school system. The Federal govern-ment
recognizes the importance and value of adequate State super-visors
and has authorized the employment of trained persons to
supervise this worthwhile program. Because of the lack of
proper guidance and assistance in other fields of education, how-ever,
our elementary and secondary schools have not made as much
progress as they might have made had this proper service been
available. I hope, therefore, that additional funds will be au-thorized
for the employment of these additional personnel.
Publication No. 300
BIENNIAL REPORT
OF THE
Superintendent of
Public Instruction
OF
NORTH CAROLINA
FOR
1946-1948
PART II
STATISTICAL REPORT
1946-1947
ISSUED BY THE
STATE SUPERINTENDENT OF PUBLIC INSTRUCTION
RALEIGH. NORTH CAROLINA
STATE SUPERINTENDENTS
Calvin H. Wiley - 1853-1866
Office Abolished 1866-1868
S. S. Ashley 1868-1871
Alexander Mclver 1871-1874
Stephen D. Pool 1874-1876
John Pool 1876-1877
John C. Scarborough 1877-1885
S. M. Finger 1885-1893
John C. Scarborough 1893-1897
C. H. Mebane 1897-1901
Thomas F. Toon 1901-1902
James Y. Joyner 1902-1919
Eugene C. Brooks 1919-1923
Arch Turner Allen 1923-1934
Clyde A. Erwin 1934-
TABLE OF CONTENTS
SECTION I. GENERAL STATISTICS
Pagk
Population, Membership, Attendance 5
Average Term in Days— Summary 16
Average Daily Membership, Average Daily Attendance by Grades—Summary ..- 17
Summary of Enrollment 18
Composition of State Enrollment 19
White Enrollment by Years— Summary 20
Negro Enrollment by Years—Summary 21
White Enrollment by Age and Grade—Summary 22
Negro Enrollment by Age and Grade—Summary 25
Enrollment, Losses, Membership by Grades—Summary 28
Proportion of Enrollment, Losses, Membership in each Grade—Summary 29
Membership and Promotions by Grades—Summary 30
Relative Accomplishment of Pupils by Grades—Summary 31
Training of State-paid Teachers—Summary. -- 32
Salary Schedules for Teachers and Principals 33
Instructional and Supervisory Personnel. - 34
Administrative Organization of Schools 46
Number of Elementary Schools Taught—by Size 48
Number of High Schools Taught—by Size 57
Number of Union Schools 66
Number of Schools Taught—by Grade Level—Summary 71
Comparison of County High Schools—by Size—Summary 72
Comparison of City High Schools—by Size—Summary 73
High School Graduates—Summary 74
Standardization of Schools—Summary 75
Comparison of North Carolina Schools with National Average 76
School Libraries—Summary 78
School Property Owned 79
Transportation of Pupils 90
SECTION II. FINANCIAL STATISTICS
Funds Available and Expended—Summary _ 98
Gross Receipts, Disbursements and Balances by Funds 102
Available for Current Expense Fund 112
Available for Capital Outlay Fund 122
Available for Debt Service Fund 130
Expenditures by Funds 138
Expenditures for General Control—Sunmiary. . 148
Average Annual Salaries of Teachers and Principals 149
Expenditures for Instructional Service—Elementary Schools 150
Expenditures for Instructional Service—Secondary Schools 160
Expenditures for Operation of Plant—Summary _-- 170
Expenditures for Maintenance of Plant—Summary 171
Expenditures for Fixed Charges—Summary 171
Expenditures for Transportation of Pupils and other Auxiliary Services—Summary 172
Expenditures for Capital Outlay—Summary, 173
Expenditures for Debt Service 174
County Tax Rates.-- 184
City Tax Rates 186
Supplementary School Taxes 188
Long-term Indebtedness for Schools 189
SECTION III. STATE AND FEDERAL FUNDS
State Loan Funds—Summary 199
State Loan Funds—Principal Outstanding 200
General Fund of State for Schools—Summary 202
State Nine Months School Fund 204
Vocational Education—Federal and State Payments to Counties and Others 208
Vocational Education—Federal Funds 214
State Textbook Fund—Rental 216
Federal Funds for National Defense Training—Summary 221
Federal Funds for Community School Lunchroom Program—Summary 221